Portal Summary - Unit 5131

W.1. Contemporary Counselling: Ethics, Wellbeing, and Cultural Responsiveness

The nature and purpose of counselling in contemporary times – ethics, wellbeing and cultural responsiveness

This module provides an introduction to counselling skills and practice. We will define counselling and explore key aspects of counselling in contemporary times such as counsellor and client wellbeing, self awareness, the role of ethics in counselling and working in a culturally competent manner. This week provides the foundational knowledge for assessment one addressing the importance of developing and maintaining ethical, professionally safe spaces when working with client.

Weekly Goals

1. Define counselling in your own words.

2. Locate the P.A.C.F.A and A.C.A code of ethics.

3. Describe the microskills.

4. Develop an understanding of the importance of counsellor wellbeing

5. Explain the role of ethics and cultural responsiveness in contemporary counselling.

1) Pre-learning Activities

1. Your Personal Learning Journal

Start a personal learning journal to facilitate engagement with the unit material as follows: Each week you will be provided with questions to review and reflect on. Use the journal to record your reflections on the material covered. For example, consider:

- How are you feeling at the end of this week?

- What have you learnt?

- What resonated and didn't resonate? Is there content you're struggling with? Reflect on why you resonated with some topics and struggled with others?

- What are you curious about and want to explore further?

- How did you practice self care during the week?

For practice sessions, consider:

- How did you feel as the counsellor? What did you bring to the session? How was your self feedback - were you honest, too critical, etcetera?

- What was your experience as the observer and client? What did you contribute to the session? How did you experience providing feedback to others?

Review your journal at the end of the trimester. Reflect on what you have learnt, changes in understanding, areas still to develop.

Before starting Week 1 take some time to reflect on these questions and record them in your journal:

- What is counselling?

- What are your feelings as you begin this unit?

- What are you hoping to achieve from doing this course overall?

- What are your specific goals for this unit?

- Why do you want to be a counsellor?

2) Key Learning Activities

1. What is counselling?

Beel, N., Chinchen, C., Machin, T., & Plessis, C.. Introduction. N. Beel, C. Chinchen, T. Machin, & C. Plessis (Eds.), Common Client Issues in Counselling: An Australian Perspective (pp. 1 to 11). University of Southern Queensland. usq dot pressbooks dot pub U.R.L

McLeod, J., & McLeod, J.. Theoretical frameworks. Counselling skills: Theory, research and practice (3rd ed., pp. 62 to 78). ebookcentral dot proquest dot com U.R.L

I.S.B.N: 9780335250165

Brear, P. D., & Dorrian, J.. Does Professional Suitability Matter? A National Survey of Australian Counselling Educators in Undergraduate and Post-Graduate Training Programs. International Journal for the Advancement of Counselling, 32, 1 to 13. go dot openathens dot net U.R.L

Pearson, M.. Counselling intern self-awareness and readiness for practice: reports from a mindfulness challenge. Asia Pacific Journal of Counselling and Psychotherapy, 11(1), 23 to 33. go dot openathens dot net U.R.L

Read the below definitions of counselling. How do these definitions fit with your definition from the pre learning activities?

“Professional counselling is a safe and confidential collaboration between qualified counsellors and clients to promote mental health and wellbeing, enhance self-understanding, and resolve identified concerns. Clients are active participants in the counselling process at every stage” (P.A.C.F.A, n.d.)

“Counselling is just one way of helping people, but it is a special way which involves the use of particular verbal, non-verbal and relationship skills in order to facilitate change so that the person being helped can feel better and discover new ways of thinking and behaving”

What do you think are the key aspects of these definitions? Consider the following points:

- Counselling is a professional, collaborative relationship.

- Counsellors are trained in use of microskills, modalities and empirically based interventions to work with clients in order to facilitate change. Change can include increased self awareness, insights, change in behaviour and thoughts, emotional regulation, decision making.

- It is the counsellor's responsibility to establish and maintain a strong therapeutic relationship with the client. This is done by communicating to the client that the relationship is a professional one with ethics and limitations to confidentiality (when there are risk and safety issues for the client or others).

- Imperative to counselling is that the counsellor creates a space where clients feel safe, understood, accepted, respected.

• Counsellors work with a variety of clients (eg: children, young people, adults, couples, families, groups) and a range of issues. The work can be short or long term.

Clients wellbeing requires self awareness, insight, emotional regulation, capacity to make decisions and change thoughts and behaviours. Client's trust counsellors for support with this process. It is the counsellor's responsibility to provide a safe therapeutic environment to promote client's wellbeing.

Some clients will seek counselling under the impression that they will receive advice on what they should do. Reflect on the questions below and discuss with a colleague.

- What are some problems with giving advice in counselling?

- Are there times when it may be useful to give advice?

Refer to pages 8 to 9 for their perspective on advice giving.

Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: a training manual for counsellors (Ninth edition.). Cengage.

2. Counselling in Australia

In Australia, Psychotherapy and Counselling Federation of Australia (P.A.C.F.A) and the Australian Counselling Association (A.C.A) are the two main bodies representing and supporting the counselling profession. P.A.C.F.A also has a role in regulating counselling practice. A.C.A.P courses are registered with both bodies.

What is your understanding of the role of these two bodies?

^{*} 3. Introduction to counselling microskills

Think of an experience, perhaps with a professional counsellor, when you felt listened to. What skills was this person using?

According to Geldard et al (2021), counselling microskills are specific communication skills used to “enhance the quality and effectiveness of the counselling process” (p. 30). They are “how” we do counselling.

The skills are

● Attending behaviour

Observation

Encouraging

Paraphrasing

• Summarising

Reflection of feelings

Questions

These skills aren't specific to the counselling profession. For instance, chaplains, G.P's, youth workers, life coaches, etcetera, use these skills in their jobs. What distinguishes counsellors from others is that counsellors undergo extensive training, supervision, reflective practice and professional development in this area.

We will start this training by learning and practicing each skill individually and then integrating them into a counselling session. Practice sessions will involve taking part as a “counsellor”, “client” and “observer”; receiving and giving feedback to others on the use of the microskills and reflecting on their effectiveness, and, your level of comfort with the skills. Be warned, while the skills will be familiar to you and are used everyday, when we start to put the spotlight on them you may feel uncomfortable and awkward in the counselling practice exercises. Once you have practiced and worked with each skill over a period of time, they will become a natural part of your counselling style.

Read Chapter 3 from the following text for an introduction to the importance of counselling microskills:

McLeod, J., & McLeod, J.. Counselling Skills: Theory, Research and Practice (3rd ed.). McGraw-Hill Education.

Reference:

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P.. Intentional interviewing and counseling: facilitating client development in a multicultural society (Tenth edition.). Cengage.

4. Counsellor self awareness and wellbeing

Counselling skills training must also include a focus on self awareness and self reflection. As a trainee and later practicing counsellor it is important to be aware of your own experiences. In this unit you will be asked to focus on your experience as both the “counsellor” and the “client” in practice training sessions. The intention is that this will increase your awareness of the skills, their impact and effectiveness from both perspectives. It will also start to develop your attunement to how you respond to client's and their issues.

Read the following articles:

Pearson, M.. Counselling intern self-awareness and readiness for practice: Reports from a mindfulness challenge. Asia Pacific Journal of Counselling and Psychotherapy, 11(1), 23 to 33. doi dot org U.R.L

Brear, P., & Dorrian, J.. Does professional suitability matter? A national survey of Australian counselling educators in undergraduate and postgraduate training. International Journal for the Advancement of Counselling, 32, 1 to 13. doi dot org U.R.L

Reflect on the assertion that counsellor self awareness is essential to effective counselling practice. Answer these questions:

Why is self awareness important as a counsellor and student counsellor?

● Is there a connection with self awareness and wellbeing? What do you base your decision on?

How is self awareness fostered? What do you do to nurture wellbeing?

5. Cultural responsiveness

Culture is generally understood to refer to nationality, ethnicity, religion and language. A broader definition of culture includes variables such as age, gender, sexual orientation, social and economic status.

One's cultural patterns are often shaped early in life by family. These patterns guide how we view the world.

Reflect on what has shaped your world view and cultural identity. Write you're your responses in your journal.

The self aware and culturally responsive counsellor:

- is aware of the cultures that have shaped them and that every interaction with clients will be a different cultural interaction

- has awareness of their cultural values, biases and assumptions as well as those held in society has the ability to learn from and relate respectfully with people of own and other cultures

● values diversity - “acts with a sense of purpose and respect for the diversity of clients”.

- actively and respectfully explores clients culture and cultural influences in counselling

- demonstrates a willingness to learn about culture, keeps informed of cultural issues, engages in ongoing learning and development

- apologises for mistakes

The importance of culturally responsive practice is emphasised by P.A.C.F.A and A.C.A in their code of ethics.

3) Post Learning Activities

1. Consolidation/Integration Activities

Review your initial thoughts on the definition of counselling. Construct a working definition of counselling based on this week's information and your own wider research. Record the definition in your journal.

Reflect on your reason for starting this course. Has anything changed from your initial readings. This is a useful article to reflect on your motivations:

Assessment 1 preparation

- Familiarise yourself with the P.A.C.F.A and A.C.A websites.

- Review the task for Assessment 1. Consider what you learnt in this module that applies to this assessment. Note down key points for further research.

W.2. Self-Awareness and Critical Reflexivity in Counsellor Training

The necessity for developing self-awareness and critical reflexivity as counsellors-in-training

Week one provided an overview to counselling by introducing the counselling microskills, ethics, culturally responsive practice and the importance of counsellor self-awareness. This week expands on the topic of self-awareness. We will explore the terms self-awareness and critical receptivity and how they are linked in counselling practice. Methods of developing self-awareness will be discussed with an opportunity to practice self-awareness techniques.

Weekly Goals

1. Build on the definition of self awareness from Week 1.

2. Define critical receptivity and its link to self awareness.

3. Discuss why self awareness is essential to counselling practice.

4. Describe ways of developing self awareness.

5. Practice two self awareness techniques.

1) Pre-learning Activities

Read the following quote: “If we don't know 'who lives in here' and feel at home with ourselves, it's likely that our ability to help others will be impeded.”.

2. In your journal record your answers to these questions:

- What is your reaction to this quote?

- Think of someone you know, perhaps in the counselling profession, with self-awareness. How do you know this person is self-aware? What do they do?

- What are risks of little or no self-awareness as a counsellor?

- What do you do to develop self awareness?

Willig, C.. Ontological and epistemological reflexivity: A core skill for therapists. Counselling and Psychotherapy Research, 19(3), 186 to 194. go dot openathens dot net U.R.L 12204.

I.S.S.N: 14733145

2) Key Learning Activities

1. Self Awareness – Definition

Self-awareness is the willingness and capacity to engage in the ongoing process of:

- learning about yourself

- reflecting on feelings, thoughts, behaviours, triggers, strengths, weaknesses, values, beliefs, cultural influences, blind spots

- self-monitoring thoughts, feelings and actions elicited by the client or issues explored by the client exploring and addressing own needs, issues, triggers, conflicts.

Reflect on dot point 3. Why do you think self monitoring of responses elicited from client or client's issues is important? Your response may provide information about something that is triggered within you, barriers to being present with this client. It may also give information on how others respond to the client.

In their explanation of self-awareness, Sutton & Stewart (2017) also discussed what self-awareness isn't arguing that to be self aware doesn't mean you have to:

- be transparent all the time, or

- have resolved all issues and problems.

Reflect on this distinction. How does it add to your understanding of self-awareness and your own personal work to develop self-awareness?

2. Critical reflexivity – Definition

Critical reflexivity builds on self-awareness.

How do you understand the term critical reflexivity and its link to self-awareness?

Week one's discussion of culturally responsive counselling practice provided an example of critical reflexivity, that is where the counsellor:

- understand their cultural patterns, values, biases and assumptions; how they were shaped and how they can impact the counselling relationship

• takes that understanding into the counselling relationship through empathy and compassion for the client

- keeps the focus of counselling on the client, ethically and respectfully exploring the client's individual story and cultural influences

- has respect for the diversity of clients, and,

- the flexibility and willingness to learn about each client's cultural identity and influences with respect and openness.

Rennie (2004) defined critical reflexivity as, “Self-awareness and agency within that self-awareness” (p. 183)

In other words, critical reflexivity is self-awareness in action. It is the counsellor's:

- capacity for self understanding and to recognise client's experiences, thoughts and feelings as separate to their own

- respectfully and ethically include their self-understanding (life experiences, thoughts, feelings, values, attitudes, responses) in the therapeutic relationship to demonstrate empathy, compassion and understanding in order to facilitate client's growth..

References:

Rennie, D. L.. Reflexivity and person-centered counseling. The Journal of Humanistic Psychology, 44(2), 182. doi dot org U.R.L

Etherington, K.. Personal experience and critical reflexivity in counselling and psychotherapy research. Counselling and Psychotherapy Research, 17(2), 85 to 94. doi dot org U.R.L 12080.

3. Why is self-awareness important?

In week one the article by Brear & Dorrian (2010) was introduced. These authors conducted research where faculty staff from counselling education programs in Australia were surveyed identify what type of issues they believed were indicators of a student's unlikeliness to become a competent counsellor. The study reported that 100% of respondents identified a lack of self-awareness as the most likely indicator of a student's unsuitability to counselling practice.

Holding this in mind, consider why the faculty surveyed would believe that a lack of self-awareness in a student is an indicator of unsuitability to counselling practice? Reflect on this question and discuss with a colleague.

Reference:

Brear, P., & Dorrian, J.. Does professional suitability matter? A national survey of Australian counselling educators in undergraduate and postgraduate training. International Journal for the Advancement of Counselling, 32, 1 to 13. doi dot org U.R.L

4. Common factors and self awareness

Common factors in counselling refers to the concept that there are various factors which contribute to counselling effectiveness. Four main factors are considered common to effective counselling. These are:

1. Client and extra-therapeutic factors. Experiences that occur in the client's life outside of the counselling process attribute to 40% of counselling effectiveness. This can include self-care, beliefs, social connections, resolution of a problem, belonging to a group, relationship repair, motivation.

2. Therapeutic relationship between counsellor and client accounts for 30% effectiveness. This includes qualities of the therapist such as empathy, warmth, acceptance, genuineness, caring.

3. Hope and expectancy. The client's and counsellor's hope that counselling will work accounts for 15%.

4. Therapeutic model and techniques used by the counsellor contributes 15% towards counselling effectiveness.

Counsellors contribute to three of these four factors. Who the counsellor is as a person, their qualities and values, capacity to build and maintain a therapeutic relationship with empathy, genuineness and acceptance, capacity to hold hope when the client may not, and, choice of therapeutic model and techniques is integral to the counselling process. In a profession where the counsellor as a person pervades the work, counsellor's self-awareness is paramount.

Reference:

Asay, T. P., & Lambert, M. J.. The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds.), The heart and soul of change: What works in therapy (pp. 33 to 56). American Psychological Association.

5. Developing self awareness - how?

Self-awareness techniques include journaling, creative writing, value and strength identification, mindfulness practice, personal therapy and professional supervision.

Review the following self-awareness activities. Engage with one activity from each section.

1. Journaling

Hubbs & Brand (2005) refer to journaling as a “paper mirror” which reflects the “heart and mind”. Journaling can promote self awareness and development. Through recording experiences, we can start to identify underlying internal processes, themes and patterns in our thoughts and behaviours, values and beliefs, the meaning attributed to our experiences. Travis & provided the following suggestions for journal writing:

- Be honest

- Write quickly without self editing

- Try different types of expression, eg: writing, drawing, poetry, stories, dialogue

- Date all your work

There are different ways that journals can be used. For example:

a) Learning journal

In the beginning of this unit you were advised to keep a personal learning journal to engage with the unit material whereby you respond to questions provided in the weekly module as well as record reflections from each week. Review the instructions from week one. Try to maintain the weekly learning journal.

b) Reflective journaling

Reflective journaling involves purposefully considering and writing about your thoughts, feelings and experiences. For example:

- Consider a feeling you experienced during the day. It may be an obvious feeling such as pleasure after spending time with someone you like or a feeling where you can't identify the source. Write about that feeling. Write whatever comes to mind. Read what you have written and reflect on what may have arisen in your writing.

- After a period, review journal entries. Look for any patterns or themes.

c) Keep a notebook to record:

- thoughts on movies, books, poems, etcetera

- experiences of awe, wonder, something that's moved you

- notes from workshops, courses, lectures

- memorable quotes

- questions or issues that arise during the day.

d) Stream of consciousness writing – first thoughts

- Start each day by writing a few pages in a journal. Write what comes to your mind without editing. Julia Cameron (1995) in the book The Artists Way calls this the morning pages.

References:

Cameron, J.. The artists way: A course in discovering and recovering your creative self. Pan Books.

Hubbs, D.L., Brand, C.F.. The paper mirror: Understanding reflective journaling. Journal of Experimental Education, 28 (1), 60 to 71. https://doi 10.1177/105382590502800107

Travis, J.W. & Ryan, R.S.. Wellness workbook (2 second edition). Ten Speed Press.

5.1. Video journaling

Read the following article relating to video journaling.

Parikh, S. B., Janson, C., & Singleton, T.. Video Journaling as a Method of Reflective Practice. Counselor Education and Supervision, 51(1), 33 to 49. doi dot org U.R.L 1556 to 6978..2012.00003.x

Over the next two weeks, record two ten minute video journals reflecting on your experiences with the weekly material. After two weeks, consider the following questions:

- What was it like to produce a video journal? How is it different to written reflections? Is it a method of journaling you would try again?

6. Value clarification

To be self aware requires knowing your values, the standards and guiding principles you live by. Values define, what is important and meaningful to you, how you want to live your life, be in this world and in relationship with yourself and others. Value clarification exercises help provide this awareness. Review the following value clarification exercises. Choose one to complete.

a) Value topics. Consider each area below:

Physical health and wellness. Spiritual life/faith. Fun, recreation. Learning, education. Personal growth. Social responsibility. Community life. Family. Intimate relationship. Friendships. Career.

Reflect on these questions. You may want to record them in your learning or a personal journal.

Which of these areas are important to you? Why? How do these influence your life? How do you engage with these areas?

● Are there any areas which are important that you aren't actively engaging with at the moment? How will you change this?

Which areas are less or not at all important? What is the reason you're your response?

b) Learning reflections

In your learning journal reflect on the following questions:

- Why do you want to be a counsellor (review response from week 1 pre learning activity)?

- How do you want to be as a counsellor?

- What are the factors that have shaped you (eg: family, education, culture, faith, etcetera)? How may these factors impact your work as a counsellor? What are some triggers, issues to be aware of?

c) Consider these questions:

- What is important to me?

- What do I believe in?

- What qualities do I admire?

- How do I want to live my life?

What do your responses indicate about your values?

d) Complete value clarification exercises in Geldard et al (2017, p. 24 to 26). Note, while these exercises have been provided for group work they can also be used individually to clarify your values on the issues explored.

1. Chapter 3 from your text discusses the value of counsellors fostering self awareness and describes a number of self awareness techniques.

Read the article and choose one technique which resonates with you and work through it.

7. Assessing self-awareness techniques

Read chapter three of the text. Reflect on the different techniques.

- Consider which resonate with you and which don't?

- What might this mean in your work with clients?

- Share your thoughts on the discussion forum, including the technique you used and your thoughts on its effectiveness.

8. Self-awareness and this module

Throughout this module you will be asked to engage in the ongoing process of self-awareness through the pre, during and post learning activities. As we start to practice the skills and engage in practice counselling exercises you will need to critically review your skill development, capacity to connect in a therapeutic relationship, reactions and triggers.

3) Post Learning Activities

Summary: Observe interactions with others over the next week, focusing on self-awareness and self-care strategies. Reflect on these observations and strategies in your learning journal.

1. Consolidation/Integration Activities

Sutton and Stewart (2017) argue that each new therapeutic relationship brings new information and opportunity for self-knowledge and that a self-aware counsellor is one who is willing to take these opportunities. Over the next week observe yourself in interactions with others. Be curious about what you observe, eg:

Are you different with different people?

When do you feel connected, triggered, safe, challenged?

When are you most genuine, how do you demonstrate this?

What do you bring to each interaction?

How do you communicate both verbally and non-verbally?

1. Read the article by Posluns & Gall (2019) who describe self-awareness as a self-care technique. Reflect on the self-care and self-awareness strategies you are currently using. As a student counsellor, what other strategies would you like to include in your repertoire? Make a plan to implement these strategies.

Posluns, K., & Gall, T. L.. Dear Mental Health Practitioners, Take Care of Yourselfes: a Literature Review on Self-Care. International Journal for the Advancement of Counselling, 42(1), 1 to 20. doi dot org U.R.L

W.3. Creating Ethical, Supportive Spaces for Client Exploration

Foundational Skills – developing ethical, professionally safe spaces with clients to begin exploring their concerns and missed opportunities

This module explores the foundational skill of developing and maintaining an ethical and professional counselling space for clients. Students will be introduced to ethical principles and practices integral to creating a safe counselling space. A framework for working ethically with cultural diversity will be discussed. Skill practice begins in this module with the practice of introducing the ethical code of confidentiality. Finally, ethical values and the role of the counsellor's own values in the counselling process are considered. This module provides an introduction to ethics in counselling - ethics will be further explored in COUN5171 – Ethical Decision Making.

Weekly Goals

1. Explain the purpose of ethics in the counselling profession.

2. Name the six ethical principles outlined in the P.A.C.F.A code of ethics.

3. Describe three ethical practices integral to a safe and professional counselling space.

4. Conduct a role play introducing the ethical practices of informed consent and confidentiality.

5. Analyse your own values and how these can impact counselling practice.

1) Pre-learning Activities

1. Reading and Reflection

Geldard, D., Geldard, K., & Foo, R. Y.. Influence of the counsellor's values. Basic personal counselling: a training manual for counsellors (pp. 19 to 26). Cengage. ebookcentral dot proquest dot com U.R.L I.S.B.N: 9780170278607

Geldard, D., Geldard, K., & Foo, R. Y.. Confidentiality and other ethical issues. Basic personal counselling: a training manual for counsellors (pp. 339 to 347). Cengage. ebookcentral dot proquest dot com U.R.L I.S.B.N: 9780170278607 Hook, J. N., Davis, D., Owen, J., & DeBlaere, C.. Developing a multicultural orientation. Cultural humility: Engaging diverse identities in therapy (2nd ed., pp. 21 to 48). American Psychological Association. research dot ebsco dot com U.R.L

I.S.B.N: 9781433842863

Hutton, V., & Sisko, S.. V. Hutton & S. Sisko (Eds.), Multicultural Responsiveness in Counselling and Psychology: Working with Australian Populations. Springer.

go dot openathens dot net U.R.L

I.S.B.N: 9783030554262

1. The Padlet wall below provides you with the opportunity to reflect and share your thoughts on topics. Use the Padlet to reflect on your readings and share your thoughts on the following questions:

- What do you understand about ethics and values in counselling?

What aspects of ethics and values in counselling are you most curious about?

padlet dot com U.R.L

padlet dot com U.R.L

1. Personally, reflect on what value or ethical issue you may struggle with in counselling.

2) Key Learning Activities

1. Role of counselling

Summary: Counselling is a professional relationship where counsellors use skills and interventions to help clients explore issues and promote wellbeing. Ethical practice in counselling is guided by principles like autonomy, non-maleficence, beneficence, justice, and fidelity, as outlined in codes of ethics from P.A.C.F.A and A.C.A. Counsellors must navigate ethical dilemmas, maintain confidentiality, obtain informed consent, and be aware of their own values and limitations when working with diverse clients.

In week one we identified that counselling is a professional, collaborative relationship where the counsellor is trained in the use of counselling microskills, modalities and empirically based interventions to help clients explore issues and concerns, and promote client's psychological and emotional wellbeing.

Brainstorm some issues clients may present to counselling.

Issues can range from personal (grief, depression, anxiety, trauma, physical health), relational, work, personal growth and development, self care, processing regrets, missed opportunities and losses.

Counselling clients can be vulnerable and apprehensive about exploring these concerns. It is the counsellor's responsibility to establish and maintain a safe counselling space through adhering to ethical principles and practices. A safe space is one where the client feels welcome, respected, heard, understood and accepted.

2. Introduction to ethical practice

We saw in week one that professional counselling ethics are a set of principles and standards which underpin the counselling process. Ivey et al. (2018) define ethics as “professional lists of do's and don'ts” (p. 28) which create a professional and safe counselling space.

Reference:

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P.. Intentional interviewing and counseling: Facilitating client development in a multicultural society (9 superscript th ed.). Cengage Learning.

2.1. Code of ethics

In Australia, P.A.C.F.A and the A.C.A provide professional code of ethics. These detail standards for ethical behaviour and can help counsellors manage ethical dilemmas.

Conduct an online search the P.A.C.F.A and A.C.A websites and download the code of ethics for each industry body. Ensure they are readily available as you will be referring to them throughout your studies and professional career. Familiarise yourself with the codes and reflect on the following questions:

- Why are ethics necessary in the counselling profession?

- Which of the ethical practices are familiar to you? Which are new?

- What questions have arisen for you regarding ethical practice?

- How do you think you will use the code of ethics in the future?

Discuss your responses in class or with colleagues in the general discussion forum.

2.2. Ethical principles

Ethical principles provide the foundation for a safe counselling space and practice. Kitchener (1984, as cited in McLeod & McLeod, 2011) identified five fundamental ethical principles arguing that these principles should form the basis of ethical counselling practice and decision making. These principles are autonomy, non-maleficence, beneficence, justice, fidelity.

Consider these principles:

- What do they mean?

- How are they used in ethical decision making?

- Compare the ethical principles outlined in the P.A.C.F.A code of ethics to those above by Kitchener.

Compare these to how the A.C.A code of ethics incorporates ethical principles.

McLeod, J. & McLeod, J.. Counselling skills: A practical guide for counsellors and helping professionals (2nd ed.). Open University Press.

^{2} 2.3. Ethical practice

Ethical practice is how we do ethics – the application of the ethical principles.

Confidentiality

This is one of the most fundamental ethical practices to establish a safe counselling space for clients. The practice of confidentiality assesses client that their information will be treated with care and respect. McLeod & McLeod (2011) talk about counsellors developing the capacity to hold client information in separate “boxes” of their mind and only open each box when it is required (p. 110). Confidentiality is also maintained through the safe and secure storage of client files.

It is important to note that client confidentiality is not unconditional. There are limitations relating to supervision, duty of care and legal issues. These must be clearly communicated and permission obtained from the client to continue with counselling.

Consider - What are some of the limitations to confidentiality? Are there specific limitations for counselling students?

^{*} Informed Consent

Confidentiality is linked to the practice of informed consent.

Watch this video on informed consent. Please be aware that this video is from the United States so its reference to the A.C.A is the American Counselling Association. You need to ensure you think about this with the Australian context in mind.

Informed consent refers to:

a) informing clients about the counselling process, their rights, responsibilities, fees, time and duration of sessions, contact out of hours, and the limitations of confidentiality, then

b) obtaining client's permission (preferably in writing) before starting counselling.

This sets the boundaries for counselling practice. It enables clients to make an informed decision about whether to proceed and what they disclose in counselling.

Think of times you've been a client, what type of informed consent was provided? Did it impact how you participated in your counselling?

Watch the video for an example of informed consent and explaining confidentiality limitations. Reflect on how you would introduce these concepts

Competence and limitations

In week 2 we explored self awareness. This includes knowledge of your levels of competence and limitations in working with clients.

Reflect on your current counselling competence. What types of clients are beyond your current levels of professional competence? What issues would you struggle with on a personal level and may impact your capacity to work with a client?

Supervision

Counsellors have an ethical responsibility to seek consultation and supervision. Why is this needed for both beginning and established counsellors?

Dual relationship

Watch these videos on dual (multiple) relationships.

Based on these videos, what is your understanding of dual relationships? What kinds of dual relationships may you encounter in the context that you may work?

Working with diverse clients

Read:

Hook, J. N., Davis, D., Owen, J., & DeBlaere, C.. Multicultural orientation. In Cultural humility: Engaging diverse identities in therapy. (pp. 19 to 41). American Psychological Association. dx dot doi dot org U.R.L

Reflect on these questions:

- What practices are important when working with culturally diverse clients?

- What is your cultural comfort? How may this impact your work?

2.4. Values

In addition to the counselling professions ethical principles and codes, counsellors have their own values which guide how they live, make decisions and behave.

We've seen that counselling aims to create a safe place for clients to share personal information. In this space, the counsellor joins with the client, trying to understand the client's world and worldview. For counsellors to do this they must be aware and clear about their own values. This clarity enables counsellor's to distinguish themselves from the client, be fully present, accept, and respect the client's right to have their own values.

If you haven't already, spend some time completing the value clarification exercises from week 2. If you have completed them, review your responses.

Counsellor's will not hold the same values as every client they work with. A counsellor's ability to counsel effectively is limited if it means having the same values as every client. There will be times when a counsellor will work with a client whose values strongly conflict with their own.

It's important to know your own values and avoid imposing those onto clients. What steps can be taken to manage these value conflicts? It may help to consider how you manage value differences with friends or acquaintances? Reflect on how you may communicate values to clients without imposing them?

Reference:

Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: A training manual for counsellors (8 ^{th} ed.). Cengage Learning.

3) Post Learning Activities

1. Consolidation/Integration Activities

a) Assessment 1 preparation

Review the task for Assessment 1 in context of this week's module. What have you learnt that can be included in your essay? Write down some key points and areas for further exploration. Find two new references (in addition to those provided in this week's module) that you can you for your essay.

b) Ethical principles and practices.

Review the six P.A.C.F.A ethical principle. For each principle consider which ethical practices (eg: confidentiality) they relate to (eg: autonomy – informed consent).

c) Values

Over the next week, notice when you become aware of your values. Consider the values that have arisen, what has triggered the awareness? Would this value have an impact on your counselling practice?

d) Learning journal

Reflect on this week's module in your learning journal.

W.4 . Foundational Skills: Attending and Empathy

Foundational Skills - Attending and Empathy

In this module we start to examine the microskills considered essential to developing a safe and professional therapeutic relationship and an effective counselling process. We will define the term empathy and explore the significance of empathy in counselling. The foundational microskills of attending behaviours will be introduced with the opportunity to practice attending skills in practice sessions.

Weekly Goals

1. Define empathy.

2. Explain the importance of accurately using empathy with clients.

3. Describe how attending behaviour form the basis of counselling.

4. Describe the link between empathy and attending behaviours.

5. Demonstrate attending skills in a practice session.

1) Pre-learning Activities

Summary: Counselling microskills are explored this week, focusing on creating a safe environment and enhancing effectiveness. Reflect on natural counselling skills, approach to interactions, and a time when you felt heard.

^{*}1 . Reflection

a) Microskills

This week we begin to work through the counselling microskills. You will already be naturally using these skills in your personal and professional interactions. In this unit we explore how to apply these skills specifically to create a safe counselling environment and to enhance the effectiveness of the counselling process. In your learning journal answer the questions below:

- What counselling skills come naturally to you?

- What approach do you use with people in your personal and professional interactions? Does this approach differ from a professional to personal?

- What does this approach suggest about your natural counselling style?

b) Empathy and attending skills

Reflect on a time when you felt completely heard by another person. What was that person doing to indicate that they were presenting and listening to you? Record your answers on the Padlet below. Made with padlet

padlet dot com U.R.L

padlet dot com U.R.L

2) Key Learning Activities

1. Introduction to microskills

Summary: Counselling microskills, foundational interpersonal skills, are taught in a specific order to enrich the therapeutic relationship. Attending behaviours, the foundational microskill, demonstrate the counsellor's presence, empathy, and ability to listen.

Counselling microskills are verbal and nonverbal behaviours that have been identified to enrich the therapeutic relationship and counselling practice. As we proceed through this unit, you will notice the skills being taught are interpersonal skills used in everyday personal and professional life. As stated by McLeod & McLeod, “counselling skills are grounded in life experience”. What you will be learning is how to use these skills in a more intentional way for counselling. You will learn each skill and develop the capacity to choose the appropriate skill and response for each client.

The skills in this unit are called foundational skills. These skills aim to develop a strong therapeutic relationship, connect with the client and help understand the clients' reason for attending counselling – their concerns and missed opportunities.

The microskills will be taught in a specific order where each skill build on the previous skills. The foundational microskill is called attending behaviours. These skills demonstrate the counsellor's capacity to be present, attend and listen to the client. They communicate the counsellor's empathy for the client.

McLeod, J., & McLeod, J.. The person-centred counseling relationship. Counselling skills: a practical guide for counsellors and helping professionals (2nd ed., pp. 143 to 145). McGraw-Hill Education.

I.S.B.N: 9780335244263

required

Available until 5/9/2026

McLeod, J., & McLeod, J.. Empathic engagement. Counselling skills: a practical guide for counsellors and helping professionals (2nd ed., pp. 154 to 156). McGraw-Hill Education.

I.S.B.N: 9780335244263 required

Book Chapter

(P.D.F, 412.66 K.B)

Available until 5/9/2026

Geidard, D., Geidard, K., & Foo, R. Y.. Being empathetic, warm and sensitive with good support and Being non-judgemental with unconditional positive regard. Basic personal counselling: a training manual for counsellors (pp. 14 to 16). Cengage. ebookcentral dot proquest dot com U.R.L

I.S.B.N: 9780170278607

2. Attending behaviours

The attending behaviours are a set of verbal and non verbal behaviours used throughout the counselling process. Attending behaviours are essential for an empathic therapeutic relationship, demonstrating to a client that you are completely and purposefully listening to them.

One way to understand the attending behaviours is to reflect on a time that you were talking to someone and it was clear that they weren't attending. Consider:

- What were they doing? How do you know they weren't attending?

- How did you feel?

The attending behaviours are:

- Appropriate eye contact

- Use of voice

- Body language and movement

- Facial expressions

- Minimal encouragers/responses

- Use of silence

- Matching client's body language and non verbal behaviour

Watch the video, then reflect on the questions below.

. Counselling Therapies, session 1: Person Centred Therapy [Video file]. YouTube. youtu dot be U.R.L

- What did you notice about eye contact? Was it maintained the whole time by both client and counsellor?

- How did the counsellor use body language, gestures and facial expressions? Were these effective?

- Were there any changes in speech, intonation or volume by the counsellor?

- What minimal encouragers did you notice the counsellor use? What was the impact of these?

3. Empathy

You will have learnt in this course, that Carl Rogers (who developed Person Centred Therapy) identified three core conditions for effective counselling. – empathy, unconditional positive regard and congruence.

Write down your definitions of the core conditions. In particular focus on the role of empathy as a core condition. Compare your definitions to the discussion on:

- pages 14 to 16 in Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: A training manual for counsellors (8th ed). Cengage Learning.

- pages 143 to 145 and 154 to 156 in McLeod, J. & McLeod, J.. Counselling skills: A practical guide for counsellors and helping professionals (2nd ed.). Open University Press.

Think of an interaction where you experienced empathy. Consider:

- How did that person demonstrate their empathy? What did they do, say, etc?

- What was the impact of this on you?

Watch this video: R.S.A. (2013, December 10). Brene Brown on Empathy [Video]. YouTube. youtu dot be U.R.L

- What are your thoughts about empathy after seeing this video?

- What are ways that you demonstrate empathy? Are there people, issues, areas in which it's hard for you to show empathy? What can you do to change this?

McLeod & McLeod (2011) state that empathy is a “theoretical construct that refers to the use of listening, attunement, attending and clarifying” (p. 64). In other words, empathy is communicated through the use of the microskills.

4. Practice

Summary: Weekly triad practice with rotating roles of counsellor, client, and observer is essential for developing counselling microskills. Focus on attending skills during five-minute practice sessions, followed by feedback and reflection.

At the beginning of this module we identified that the microskills are used in daily life and that you may already have a natural talent with these skills. This talent must be developed with specific focus to using the skills in a counselling setting. Practice is a key way of achieving these.

Each week as we learn a new microskill you will get the opportunity to practice the skill with other students. The best way to practice is to work with a group of three students with rotating roles of “counsellor”, “client” and observer. This s called triad practice. You will also be encouraged to practice the skills outside of the educational setting and observing what happens when you use the skills.

If possible, work with two other students using the triad practice framework. If this isn't possible, work with one other student.

Practice the attending skills. Remember to only use the attending skills. Do not move into other responses such as questioning.

Run the practice for five minutes. At the end of five minutes conduct a feedback session then rotate the roles.

At the end of the practice, reflect on the following questions:

○ What did you learn about yourself in the role of the “counsellor” What was the experience like? What will you do differently? Which attending skills did you use well? Which do you want to work on?

○ What did you learn from observing?

3) Post Learning Activities

Summary: Post-learning activities include self-awareness of attending behaviours, observing others, and deliberately using attending skills in exchanges, with reflections recorded in a learning journal.

a) Become aware of when you are spontaneously using the attending behaviours in social or professional settings? What do you notice?

b) Observe the use of other's attending behaviours? Reflect on what you've learnt from these observations.

c) Deliberately use the attending skills in an exchange. What happens to the conversation? How did you experience that exchange? How did the other person react to your use of attending behaviours? What have you learnt from this experience?

Record your responses in your learning journal.

1. Consolidation/Integration Activities

a) Become aware of when you are spontaneously using the attending behaviours in social or professional settings? What do you notice?

b) Observe the use of other's attending behaviours? Reflect on what you've learnt from these observations.

c) Deliberately use the attending skills in an exchange. What happens to the conversation? How did you experience that exchange? How did the other person react to your use of attending behaviours? What have you learnt from this experience?

Record your responses in your learning journal.

W.5. Foundational Skills: Observation

Foundational Skills - Observation

In this module we build on the attending skills with the skill of observation. We will identify the role and importance of observation skills with a focus on what verbal and nonverbal behaviours to observe in clients and the opportunity to practice observation skills.

Weekly Goals

1. Explain the importance of observation skills in counselling.

2. Describe what to notice through observation.

3. Use observation to develop awareness of how counsellors can impact clients.

4. Discuss the guidelines for providing feedback to client.

5. Practice observation skills.

1) Pre-learning Activities

Summary: Pre-learning activities include reflection on first impressions and observation skills practice using a provided video.

Reflection

Reflect in your learning journal what are the things you first notice about people. What do you think they notice about you when they meet you for the first time?

Practice

The video below provides you with an opportunity to practice observation skills. Follow the instructions in the video. On completion use your learning journal to reflect on your experience. What does this exercise say about observation skills in general and your observation skills specifically?

Simons, D. (2010, April 28). The monkey business illusion [Video file]. YouTube. youtu dot be U.R.L ZfY

1. Definition - Observation

Summary: Observation is a crucial counselling skill involving careful attention to both verbal and nonverbal cues, including key words, tone, eye contact, facial expressions, and body language. It also involves recognising discrepancies between words and actions and practising self-observation to understand the counsellor's impact on the process.

Observation is a skill that is used right throughout the counselling process. Ivey et al (2018, p. 84) include in their definition of observation skills:

“The act of watching carefully and intentionally with the purpose of understanding behaviour.”

“Observe your own and the client's verbal and nonverbal behaviour.” “Carefully and selectively feedback some here and now observations to the client as topics for exploration.”

As we saw in the pre-learning activity, observation is a complex task. The video demonstrates how much can be missed. If we choose to focus on what we think is important in a counselling session, we may miss the verbal and non-verbal cues that the client may be giving us about what they consider important and relevant.

Consider and reflect in your learning journal:

- What may be missed if you narrow your attention in counselling?

- Why is it also important to notice your own behaviour and responses?

Reference: Ivey, A. E.. Intentional interviewing and counseling: facilitating client development in a multicultural society (10th ed.). Cengage. ebookcentral dot proquest dot com U.R.L 9780357622797

2. Focus of observation

What is observed?

Write a list of the behaviours you think are important to notice in counselling. Compare to the following items.

Verbal Behaviour

- Notice key words and themes spoken by the client as well as the vocal emphasis the client places on particualr words, statements, that is the tone and volume of client's voice. These may communicate what is important to the client, how they understand the world or how they see themselves. Joining with the client by using their key words and vocal emphasis may demonstrate your understanding of their issues to them. (Note: If you notice your client uses unhelpful self talk, acknowledge the self talk while also looking for more helpful descriptions of their experience, eg: shift "I always..." to "On this occasion, I...")

Nonverbal Behaviour

A significant amount of communication is nonverbal. As the client tells their story, notice the way it is told and how the client responds to the counsellor. This includes observing and noticing any shifts and changes in:

- Eye contact

- Facial expressions

- Body language

This week practice observing nonverbal behaviour. Spend a day each observing eye contact, facial expressions and body language. Observe these behaviours in the people you interact with.

After spending a day on each behaviour, spend one day noticing all aspects together. Reflect on what you have observed.

- Discrepancies and mixed messages

- This refers any inconsistencies communicated by the client. These may be observed as differences between:

- words spoken by the client

- words and body language

- words and actions

Write an example for how each discrepancy may manifest.

• Self Observation

- Self-observation involves paying attention to how you relate to clients and the impact you have on the counselling process and client's insight, knowledge and experience, the impact of the microskills used.

3. Feedback

Summary: Counsellors should provide feedback on clients' behaviours, such as conversation changes and nonverbal cues, as topics for exploration. This feedback should be carefully and selectively provided at this stage of learning.

As per the Ivey et al (2018) definition of observation, the skill of observing requires that the counsellor “carefully and selectively feed back some here and now observations to the client as topics for exploration” (p. 84).

This involves feeding back observations such as changes in conversation, nonverbal behaviours, any discrepancies or mixed messages. Detailed below are some general guidelines for providing feedback. Please note, that at this stage of your learning the focus is primarily on the observation of client's behaviour. The microskills of questioning and reflection to be introduced later in this module will help you with providing feedback.

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P.. Intentional interviewing and counseling: Facilitating client development in a multicultural society (9 superscript th ed.). Cengage Learning.

4. Interpretations

It is important that observations are made with a sense of curiosity rather than for interpretation and diagnosis. As stated by McLeod & McLeod the purpose of observation is to “use every means possible to enter the personal world of the client, and to create opportunities for reflection and learning” (2011, p. 53).

When providing feedback avoid attributing your own ideas or meaning to what a client's behaviour communicates and be mindful that there are individual and culture differences in verbal and nonverbal behaviour and take this into account when providing feedback. For example, eye contact is not appropriate in all cultures.

Focus on providing the client with direct and specific feedback on observations made. This can be done through a statement or question. For example:

- “I noticed you started to smile when we spoke about ....”.

- “I'm aware that you laughed just then when we talked about failing that exam.”

- “You just sighed.”

Feedback can help develop the client's awareness of their emotions and provide an opportunity for further exploration of thoughts and feelings.

Reference:

McLeod, J. & McLeod, J.. Counselling skills: A practical guide for counsellors and helping professionals (2nd ed.). Open University Press.

5. Practice - observation of others

Last week we viewed a counselling video with the focus being on the counsellor's attending behaviour. This week, we will review the same video with a focus on both the client and counsellor.

A.I.P.C, (2011, September 6). Counselling therapies, session 1: Person centred therapy [Video file]. YouTube. youtu dot be U.R.L

Watch the entire video. Observing both the client and client and counsellors' behaviours.

- How did the client and counsellor communicate non verbally?

- Were there any discrepancies demonstrated by the client?

- Were the client and counsellor's nonverbal behaviours in tune?

6. Skill practice

Triad practice.

If possible, work with two other students using the triad practice framework.

The aim of this practice is to practice self-observation and observation of clients in a counselling setting.

Assign roles of 'counsellor', 'client' and observer.

• 'Counsellor to invite the 'client' to soak about a favourite movie, book, song, tv show and discuss for five minutes

During this time the observer focuses on specific 'counsellor' and 'client' behaviours, eg:

- key words or phrases

- vocal emphasis – any hesitations, tone, volume

- topic changes

- eye contact - when maintained, when changes occurred

- facial; expressions – smiling, flushing, breathing changes

- body language – leaning towards each other, changes in posture, open or closed

- nonverbal discrepancies

- The observer keeps time and at the end of 3 minutes the feedback session starts.

- Feedback order:

1. Observer shares specific behaviours noticed

2. Cline provides specific observations on the counsellor's behaviour

3. Counsellor reflects on what they observed in the client and self observations

4. As a group discuss what you learnt from observing

- After feedback, rotate the roles

3) Post Learning Activities

Summary: Practice observing others and self-observation of communication styles, then reflect on the observations and their impact on client work.

1. Practice and Reflect

a) Practice – observation of others

Return to the counselling session video viewed earlier. Watch any 5 minute snippet of the video with the volume turned off. Write down your observations of the client and counsellor?

- Write down what you noticed?

- What do you understand about what is happening?

- How did the experience differ from when you watched it with volume? Did you observe more or less behaviours?

A.I.P.C.(2011, September 6). Counselling therapies, session 1: Person centred therapy [Video]. YouTube. youtu dot be U.R.L

b) Practice self observation:

- Over the next week observe your natural style of communicating verbally and non verbally. Notice what happens when:

- discussing a topic you agree/disagree

- you are engaged, connected to the person or topic

- are with close friends

- with strangers?

c) Reflect on what you have observed. What does this tell you about your communication style? How might this impact your work with clients? Record your thoughts in your learning journal.

W.6. Foundational Skills

Foundational Skills: Encouraging, paraphrasing and summarising

This week we continue to build on the microksills and how to work with clients to define and clarify their concerns through the use of three skills - encouraging, paraphrasing and summarising. The role of each of these skills and when to use the skills will be explored. Again, opportunities to practice each of these skills are provided.

Weekly Goals

1. Define encouraging, paraphrasing and summarising.

2. Explain when and how to use encouraging, paraphrasing and summarising.

3. Identify the difference between a paraphrase or summary.

4. Describe how these skills can assist the counselling process.

5. Demonstrate use of the skills through practice sessions.

1) Pre-learning Activities

1. Learning Journal Activity

Use your learning journal to record your understanding of the microskills of encouraging, paraphrasing and summarising. Reflect on what they are, how and when they are used.

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P.. Encouraging, paraphrasing, and summarizing: Active listening and cognition. Intentional interviewing and counseling: facilitating client development in a multicultural society (10th ed., pp. 151 to 173). Cengage. ebookcentral dot proquest dot com U.R.L I.S.B.N: 9780357622797 This week we introduce the microskills required to respond empathically to clients. An empathic response is one which demonstrates that the counsellor has heard and understood what the client has said from the perspective of the client. The empathic responses to be explored are:

Encouraging

The microskill of encouraging was reviewed in week 4 as part of the attending skills. Encouraging both demonstrates that the counsellor is present and interested in understanding the client, as well as inviting the client to elaborate on their story in order to enhance their own self-understanding.

Review the material on encouraging from week 4. In your learning journal reflect on your use of encouraging skills since week 4. Are you more aware of using these skills? What have you noticed when you use the skills? Are you using more verbal or nonverbal approaches?

In what way has your use of the skills impacted your interactions? What, if any, ways do you want to develop your use of encouraging.

Paraphrasing

Paraphrasing is also known as reflection of content. It involves the counsellor responding to the client's story with a brief statement capturing the essential content of what the client has said. It is important to listen attentively to the client to ensure that you have accurately heard their story. Included in the paraphrase is a check out statement to clarify that the counsellor has heard correctly, for example: "Did I hear that right?" or "Have I captured that correctly?" In your learning journal record:

a) what your thoughts on the difference between

paraphrasing and parroting

paraphrasing and summarising

b) What is the purpose of paraphrasing? What are the client outcomes from paraphrasing?

Practice: Read pages 116 to 118 of your text. Reflect on how to provide a paraphrase then work with a colleague to practice paraphrasing as detailed below.

- Invite a colleague to share a story for 1 to 2 minutes (eg: what they did in the past 24 hours; discuss a hobby, favourite place)

- Focus on identifying the essential content of the story

- Use encouragers to assist your colleague to elaborate on thei

- Provide a brief paraphrase

- Discuss with your colleague the accuracy and impact of the paraphrase's used

- Swap roles and go through a few practices each.

Reference: Stewart, W., & Sutton, J.. Learning to counsel: How to develop the skills, insight and knowledge to counsel others ( 4 superscript th ed.). Robinson Publishers

Summarising

As you will have identified, summarising is similar to paraphrasing, however summarising:

- Covers a longer period of time and content

- Involves reflecting back the content of the client's story as well as integrating thoughts feelings, behaviours, and key themes

In your learning journal, reflect on when a summary would be used during a session, including why they would be used at these points. Read pages 130 to 135 of your text for an example of how to provide a summary. Work with your colleague to practice summarising using the same format as for paraphrasing but over a longer period of time. This practice will run for five minutes.

- Invite a colleague to share a story (eg: what they did in the past 24 hours; discuss a hobby, favourite place)

- Use encouragers to assist your colleague to elaborate on their story

- identifying the key elements of the

- Provide a summary at the end

- Discuss with your colleague the accuracy and impact of the summary

- Swap roles

Check outs

As we've identified counselling involves listening and feeding back to clients what you have heard through microskills such as paraphrasing and summarising. It is useful to include with these microskills a check out to confirm with the client that you have heard and understood correctly. This gives the client the opportunity to correct and clarify your understanding if required – or - provides confirmation that you have heard correctly and can proceed with the session confidently. An example of a check out statement is “Have I heard that correctly?” or “Is that right?”

Write down your own examples of a check out statement.

Practice - observation of others

Continuing with the video used in weeks 4 and 5. Review the entire video. Note when the counsellor uses encouragers, paraphrasing and summarising and how the client responded to these skills.

A.I.P.C. (2011, September 6). Counselling therapies, session 1: Person centred therapy [Video]. YouTube. youtube dot com U.R.L

3) Post Learning Activities

1. Preparation for Assessment 2

- Over the next week, work with a colleague to video record a five minute video using the skills of—attending, encouraging, paraphrasing and summarising.

- Review the video and make a transcript of what was said

- While transcribing, record your immediate reactions to the recording. What were you pleased about? Were there any surprises? What would you do differently? What was the experience like?

- Reflect on this experience and what you have learnt to consider how you will approach assessment two.

W.7. Skill Practice

If possible, work with two other students using the triad practice framework.

The aim of this practice is to focus on the skills of encouraging, paraphrasing and summarising. Include attending behaviours in the practice.

Assign roles of 'counsellor', 'client' and observer.

• Conduct a ten minute session where the 'counsellor' starts by asking the 'client' what they would like to talk about today.

Observer focus on the counsellor's use of encouraging, paraphrasing and summarising. Notice how and when the skills were used and how the client responded.

After ten minutes end the practice and provide feedback. Feedback order:

Observer provides feedback using clear and specific examples of skills used, how they were used, when they were used well and areas for improvement

Client provides feedback using clear and specific example of the skills used and the impact, including what skills were used well and which could have been used differently

Counsellor reflects on their use of the skills, what they thought they did well and areas they want to work on.

After feedback, rotate the roles.

W.8. Foundational Skills: Reflecting Feelings

This week the microksill of reflection of feelings is introduced. We will provide a definition of reflection of feelings, identify when and how to name feelings with clients, develop a feeling vocabulary and discuss why it is important to name feelings in counselling. A number of skill practice activities are included to facilitate development of this skill.

Weekly Goals

1. Define reflection of feelings.

2. Explain how to use a reflection of feeling.

3. Identify when and how to reflect feelings, paraphrase, or both.

4. Describe the importance of reflection of feelings in the counselling

process.

5. Demonstrate the use of reflection of feelings through practice sessions.

1. Learning Journal Activity

- In your learning journal record your definition of reflection of feelings and what you think is the purpose of this microskill. Consider, what is the difference between reflection of feeling and paraphrasing?

- Brainstorm all the feeling words that come to mind. Record these in your journal. Compare your feeling words with that of a colleague. Have you added any extra words to your list after this comparison?

1. Introduction, definition and activities

Being connected to our feelings is essential for physical and psychological wellbeing. With this in mind, assisting clients to recognise and work through their feelings is an important part of counselling.

Reflection of feelings – Definition

Last week we described empathic responses in counselling. Reflection of feelings builds on the empathic responses. It involves: listening, identifying and understanding the feelings within a client's story then communicating that understanding to the client. It is similar to paraphrasing however the focus is on feelings.

Importance of reflection of feelings – Why is this microskill used?

Geldard et al. (2016) argue that “reflection of feelings is one of the most useful microskills” (p. 51). In your learning journal, record your response to this assertion. Do you think it is important? Why may it be the “most useful” microsill?

Reflection of feelings – How

Develop feeling vocabulary

- Reflecting feelings helps clients to expand their capacity to identify and name feelings. In order to do this it is important that counsellors develop their own vocabulary.

Review Table 7.1 of commonly used feeling words in Geldard et al. (2016, p 53 to 55), available at this link. You will see that each line lists words on a continuum from strong to mild feelings. This demonstrates the different intensity of feelings. Some lines have blanks for you to add your own words. Fill in those blanks.

Reflect on this continuum of feelings. What does this table suggest about the importance of choosing the correct intensity when reflecting feelings to clients? What may happen if you choose an intensity that doesn't connect with the client?

Observe feelings

Accurate reflection of feelings requires observing and actively listening to client's expression of feelings. Clients communicate feelings both verbally and nonverbally. Record in your learning journal the verbal and nonverbal expressions of feeling that you are aware of.

Brief practice

As per the skill practice session in week 6, read pages 118 to 122 of the text. Consider how to provide a reflection of feeling then work with a colleague to practice this skill.

- Invite a colleague to share a story for up to 5 minutes (eg: what they did in the past 24 hours; discuss a hobby, favourite place)

- As required, use the skills of attending, encouraging, paraphrasing and summarising to help your colleague explore their story

- Focus on identifying the essential feelings expressed

- Briefly reflect the essential feelings to your colleague

- Discuss the accuracy and impact of the reflection of feeling

- Swap roles

2. e) Practice – Observation of counselling session

Continuing with the video used in earlier modules to identify the use of reflection of feelings. Review the entire video. Note each reflection of feeling:

- How did the client communicate their feeling verbally and non-verbally?

- Did the counsellor accurately identify the feeling?

- How did the client respond to the counsellor's reflections?

3. Skill practice

Triad practice.

If possible, work with two other students using the triad practice framework.

While the focus of this practice is reflection of feelings, also include other skills learnt to date (eg: attending behaviours, encouraging, paraphrasing and summarising). Avoid using questions.

Assign roles of 'counsellor', 'client' and observer.

• Conduct a ten minute session where the 'counsellor' starts by asking the 'client' what they would

like to talk about.

The role of the observer is to focus on the counsellor's use of reflection of feeling. Notice how and when the skills were used and how the client responded.

After ten minutes end the practice and provide feedback. Feedback order:

- Observer provides feedback using clear and specific examples of skills used, how they were used, when they were used well and areas for improvement

- Client provides feedback using clear and specific example of the skills used and the impact, including what skills were used well and which could have been used differently

- Counsellor reflects on their use of the skills, what they thought they did well and areas they want to work on.

- After feedback, rotate the roles.

Summary: Develop emotional vocabulary by generating four feeling words for each of the following feelings: bored, confused, anxious, thrilled, vulnerable, excited, glad, and playful. Prepare for Assessment 2 by reviewing the task, scaffolding information, and marking criteria.

a) Develop emotional vocabulary

Come up with four feeling words for each of these feelings – bored, confused, anxious, thrilled, vulnerable, excited, glad, playful

b) Preparation for Assessment 2

Review the task for Assessment 2. Ensure you look at the scaffolding information as well as the marking criteria in the Unit Outline.

If you haven't already, organise for someone to act as the 'client' – ensure they are fully briefed on the role of the client and that they do not bring content that involves risk or trauma.

Read pages 353 to 356 of Geldard et al (2016) for information on using transcripts/verbatim reports

Review learning hub information:

○ How to analyse a counselling session, found at the following link: Analysis of a Counselling Session

○ Being a critical and reflective thinker, found at the following link: Critical and Reflective Thinking

This information is supportive of Assessment 2. Consider how you will use this in your second assessment and consider booking a session with the Learning Hub for further support.

1. Consolidation/Integration Activities

a) Develop emotional vocabulary

Come up with four feeling words for each of these feelings – bored, confused, anxious, thrilled, vulnerable, excited, glad, playful

b) Preparation for Assessment 2

- Review the task for Assessment 2. Ensure you look at the scaffolding information as well as the marking criteria in the Unit Outline.

- If you haven't already, organise for someone to act as the 'client' – ensure they are fully briefed on the role of the client and that they do not bring content that involves risk or trauma.

- Read pages 353 to 356 of Geldard et al (2016) for information on using transcripts/verbatim reports. Review learning hub information:

- How to analyse a counselling session, found at the following link: Analysis of a Counselling Session

- Being a critical and reflective thinker, found at the following link: Critical and Reflective Thinking

This information is supportive of Assessment 2. Consider how you will use this in your second assessment and consider booking a session with the Learning Hub for further support.

W.9. Open Communication and Questioning

Foundational Skills - Open Communication and Questioning

This week we add questioning to the repertoire of microskills. We will be exploring open and closed questioning styles, describing when and how to use each style of questioning. We also identify the value of questions and the difference between questions which facilitate the counselling process and unhelpful questions. There will be opportunities to practice the questioning skills and continue building on the skills explored to date.

Weekly Goals

1. Describe the two key styles of questioning: open and closed questions.

2. Distinguish between appropriate and inappropriate use of questions.

3. Recognise which type of questions encourage clients to define their concerns and explore their story.

4. Demonstrate sensitive and respectful use of questioning in practice sessions.

1) Pre-learning Activities

Summary: Pre-learning activities include reading textbook pages 122 to 127, reflecting on microskill order, and writing questions to start counselling sessions.

McCarthy, J., Shannon, E., & Bruno, M.. Creative Question-Framing: 12 Ideas for Counselors-in-Training. Journal of Creativity in Mental Health, 16(4), 499 to 510. go dot openathens dot net U.R.L I.S.S.N: 15401383

- Read pages 122 to 127 of your text book. Make notes of key points, what you have learnt from this reading, and, any questions that arise.

- Reflect on the order in which the microskills have been introduced in this unit. What do you think is the reason that questioning is taught after paraphrasing, reflecting feelings and summarising? Record responses in your learning journal.

- Write down different questions which can be asked to start a counselling session?

pp. 122 to 127: Stewart, W., & Sutton, J.. Learning to counsel how to develop the skills, insight and knowledge to counsel others. Robinson Publishers

Summary: Questioning is a crucial counselling microskill used to develop relationships, explore client stories, and facilitate change. While open questions encourage detailed client responses, closed questions elicit brief factual information.

1. Introduction

The microskill of questioning is used throughout the counselling process. It is used at the start of the session to develop the therapeutic relationship, to help clients explore and clarify their story, consider issues in greater detail, and facilitate insight and change. Essential to the development of questioning skills is learning which type of question to use, when to use a question.

While questioning is important to counselling, caution is required to not overuse the questioning skills. There can be an over reliance on questions which can diminish the counselling process. Often the client's story with a few questions and more reliance on the attending and observation skills followed by effective use of paraphrasing and reflecting feelings.

Reference:

Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: A training manual for counsellors (8 superscript th ed.). Cengage Learning.

2. Types of questions

There are two main types of question styles – open and closed. Open questions are those which require detailed responses from clients. They encourage clients to reflect and expand on topics, explore their story, thoughts and feelings in more detail.

Closed questions elicit a brief response and tend to focus on obtaining factual information. Where open questions place the responsibility for talking on the client, closed questions keep the responsibility for talking with the counsellor.

Watch the following video on types of questions and how to use them. Record your thoughts and any issues you'd like to discuss further. The video is with Mick Cooper, a British counsellor who has written and co-authored a lot of counselling text books.

Asking open ended questions.. [Video recording]. sage Publications Ltd. doi dot org U.R.L Asking open ended questions - Sage Video

3. Open questions - Functions

Following is a list of the different reasons open questions may be asked. For each category, come up with one open question to ask a client:

- Starting a session

- Clarification

- Explore the story, what's going on for client

- Explore thoughts

- Explore feelings

- Explore solutions

- Identify resources and strengths

4. Tag questions & Appropriate us of questions

Stewart and Sutton (2017) also identify another question type called tag questions. These are statements that are turned into questions through the use of a “question tag”.

Appropriate use of questions

As stated, the appropriate use of questions can enhance the counselling process. There are however problems connected with question asking. In your journal brainstorm what you think may be some traps to avoid with questioning. Also record why these traps are to be avoided.

Read pages 125 to 127 of your text and 66 to 68 of Geldard et al (2016). Add any questioning traps that you may have missed. Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: A training manual for counsellors (8th ed.). Cengage Learning.

5. Skill practice

Triad practice.

If possible, work with two other students using the triad practice framework introduced in earlier weeks.

Use skills learnt to date with the primary focus of this practice being on questioning skills.

• Conduct a ten minute session.

The role of the observer is to focus on the counsellor's use of questions. Notice how and when the skills were used and how the client responded.

After ten minutes end the practice and provide feedback. Feedback order:

- Observer provides feedback using clear and specific examples of skills used, how they were used, when they were used well and areas for improvement

- Client provides feedback using clear and specific example of the skills used and the impact, including what skills were used well and which could have been used differently

- Counsellor reflects on their use of the skills, what they thought they did well and areas they want to work on.

- After feedback, rotate the roles.

6. Skill observation and practice

Observing role play. Watch the following video: Clarifying and probing questions.. [Video recording]. sage Publications, Inc. doi dot org U.R.L

While the focus of the video is on open questions (clarifying and probing), you'll notice the counsellor uses a combination of open and closed questions.

In your learning journal, record:

- the open and closed questions you observed being asked by counsellor. What was the impact of these questions on the client?

- Were there any questions that you felt weren't helpful? How do you know they weren't helpful? Is there anything you would do differently with regards to questioning skills? If yes, record what you would do differently? If no, reflect on your reasons.

In your journal record ways in which a counsellor inadvertently or non verbally communicates information about themselves.

In your learning journal, record:

the open and closed questions you observed being asked by counsellor. What was the impact of these questions on the client?

● Were there any questions that you felt weren't helpful? How do you know they weren't helpful? ● Is there anything you would do differently with regards to questioning skills? If yes, record what you would do differently? If no, reflect on your reasons.

3) Post Learning Activities

1. Consolidation/Integration Activities

a) Practice

Over the next week practice using different types of open and closed questions in your interactions. Notice how people respond to your questions. In your learning journal reflect on what you have observed and learnt from this exercise.

star b) Preparation for Assessment 2

- Review questions asked in your role play session.

- Consider what you have learnt in this week's module in your critical analysis of the session.

W.10. Foundational Skills: Focusing and Self-Disclosure

Foundational Skills - Focusing and Self-Disclosure

This week we move from the basic listening skill to describe the influencing skills of a) focusing and b) how to appropriately use self disclosure to help clients discuss, understand and process their story. We will start by defining focusing in counselling and identifying three types of focusing responses. An opportunity will be provided to practice this skill. The benefits and challenges of counsellor self disclosure will be discussed and guidelines provided for appropriate use of counsellor self disclosure.

1) Pre-learning Activities

1. Learning Journal Activities and Readings

Learning journal activities:

- Reflect on a time when you've had a number of competing issues and concerns. How have you felt? Did you discuss these issues with a counsellor or a friend? What was this conversation like? Can you recall what helped?

- Record your views on whether there is a role for counsellor self disclosure. Provide reasons for your opinion. Read the following articles on counsellor self disclosure. Does this impact your opinion?

Readings:

Levitt, H.M., Minami, T., Greenspan, S. B., Puckett, J.A., Henretty, J.A. Reich, C.M., & Berman, J.S.. How therapist self-disclosure relates to alliance and outcomes: A naturalistic study, Counselling Psychology Quarterly, 29 (1), 7 to 28. dx dot doi dot org U.R.L

Pinto-Coelho, K.G., Hill, C.E., Kearney, M.S., Sarno, E.L., Sauber, E.S., Baker, S.M., Brady, J., Ireland, G.W., Hoffman, M.A., Spangler, P.T., & Thompson, B.J.. When in doubt, sit quietly: A qualitative investigation of experienced therapists' perceptions of self disclosure. Journal of Counselling Psychology, 65 (4), 440 to 452. dx dot doi dot org U.R.L

2) Key Learning Activities

1. Focusing - Introduction

Summary: Focusing is an influencing skill that helps counsellors provide direction for clients overwhelmed by multiple concerns. It involves listening, identifying key themes, summarising, and considering the point of direction for counselling.

So far in this unit we've explored the listening skills which form the basis of counselling. Listening skills help establish the therapeutic relationship, connect with and understand the client, explore the client's story and concerns, and help the client work through issues or concerns. This week we build on the listening skills by introducing the skill of focussing. Ivey et al (2018) classify focusing as an influencing skill. Many clients attend counselling with multiple concerns and demands. Clients may feel overwhelmed by their situation. Using focusing skills provides direction for clients. It keeps a session on track, enables client issues to be explored in depth, from different perspectives, and identifies possibilities to work through client concerns.

Focusing requires that the counsellor:

● Listens to the client and understands the client's concerns and issues

- Identifies key themes in the client's story

• Summarises the key themes to the clients

- Considers with the client the point of direction for counselling.

Reference:

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P.. Intentional interviewing and counseling: Facilitating client development in a multicultural society (9 superscript th ed.). Cengage Learning.

2. Focusing - Types of response

Stewart & identify three types of focusing responses - contrast, choice-point and figure-ground.

- Read pages 135 to 141 of the text and record your own definitions for each of the focusing responses.

- Go to page 153 of the text and complete Exercise 6.8. Compare your responses to the samples provided on pages 279 to 280.

Stewart, W., & Sutton, J.. Learning to counsel how to develop the skills, insight and knowledge to counsel others. Robinson Publishers.

3. Client self disclosure

It is clear that for counselling to be effective, client self disclosure is essential. Clients need to talk about their concerns and have an openness to explore these in depth. The counsellor's role is to provide clients with the space for this to occur. Geldard et al (2016) describe the process of client self disclosure using the metaphor of peeling an onion. According to Geldard et al the outer layers are the safe, areas for discussion which the client discloses first. The inner layers are the more personal, vulnerable and risky layers of disclosure. As the counsellor uses the basic listening skills to develop trust and a safe and strong therapeutic relationship, the client is more willing to reveal these deeper and more personal layers of themselves.

Geldard, D., Geldard, K., & Yin Foo, R. (2016). Basic personal counselling: A training manual for counsellors (8 $ ^{th} $ ed.). Cengage Learning.

4. Counsellor self-disclosure

Counsellor self disclosure is when the counsellor reveals personal information about themselves to clients. The use of counsellor self disclosure is a personal decision and may differ based on who you're comfortable disclosing personal information to, the type of topics you're comfortable discussing, stage of counselling experience. Pinto-Coelho (2108) found that therapists reported feeling more comfortable and relaxed using self disclosure later in their careers.

Mick Cooper (2015) states that self disclosure is one of the most controversial area of counselling.

- Why do you think counsellor self disclosure is controversial?

Cooper, M. (Practitioner).. Self-disclosure in counseling [Educational film]. sage Video.

5. Types of counsellor self disclosure

There are two types of counsellor self disclosure:

1. Immediacy – how counsellor feels in the 'here and now' of the counselling relationship

2. Personal information about self, background

In your learning journal:

- Define these two types of self disclosure

- Consider why a counsellor may disclosing personal information to clients?

- suggest that counsellor self disclosure is to be used cautiously. Why may this be the case?

Watch the following videos on self disclosure. Record any new information learnt in your learning journal. In particular reflect on how Farber responded to the client's questions about his personal life.

Cooper, M. (Practitioner).. Self-disclosure in counseling [Educational film]. sage Video.

Farber, B. (Practitioner).. Self-disclosure in psychotherapy [Educational film]. sage Video.

6. Counsellor self disclosure - skill observation

Watch the following role play of a counsellor self disclosing.

sage Video.. Self-disclosure [Educational film]. sage Video.

As you're watching the video, consider the following questions:

What are your impressions of the counsellor's self disclosure in this session? Did it help or get in the way of the session?

List some reasons why the counsellor's self disclosure may have been helpful to this client?

• Is there anything you would do differently? If so, what?

In your journal record ways in which a counsellor inadvertently or non verbally communicates information about themselves.

3) Post Learning Activities

Summary: Counselling session focuses on trust issues in a relationship. Post-learning activities include practising self-disclosure and reflecting on its impact.

1. Consolidation/Integration Activities

a) Focusing

A client attends counselling and shares the following:

“I'm all over the place right now. I want the relationship to continue and miss my partner but I'm not sure I can trust them. I feel that over the years the trust has been eroded and don't know if I have the will or emotional strength to try and rebuild it.”

Provide a contrast, point-choice and figure-ground response for this client.

b) Self disclosure

Activity 1

In circumstances where you feel safe and comfortable, practice increasing self disclosure in your interactions with others over the next week. Notice the impact of the disclosure on yourself and the person/s you interact with, eg: reflect on:

- What enabled the disclosure? Was it something about the relationship? Did the person do something?

- How did the person you disclosed to react? Did they share a story?

Activity 2

review your response in the pre-learning activity on the role of counsellor self disclosure. How do you feel about self-disclosure in counselling at the end of this session? Has your opinion changed?

Would you use disclosure as a therapeutic tool? What would you be comfortable disclosing?

W.11. Counselling Session Structure

Structure of counselling session

This week we will learn how to apply the foundational skills in a counselling session. Ideas for how to structure a counselling session will be provided. The particular stages of a session will be identified. A discussion of the main tasks of a first session and consideration given to whether session notes should be written in session. Finally the opportunity to practice the foundational skills in a role play of a first session will be provided.

Weekly Goals

1. Review the foundational counselling skills.

2. Describe the general structure of a counselling session, identifying stages and tasks of each stage.

3. Understand the key tasks and structure of a first session.

4. Develop a position on writing session notes in session.

5. Practice the foundational counselling skills in a role play first session.

1) Pre-learning Activities

1. Reflection

In your learning journal record your thoughts on the structure of a counselling session. What do you think happens in a typical session? Is there a particular process that occurs?

It may help to reflect on your own counselling experience. What was the structure of the session? How did it start? How did you know the session was about to end? What process was taken to explore issues? Which of the foundational skills were used and at what stage of the session?

2) Key Learning Activities

1. Foundational skills - Review

To date our focus has been on exploring and practicing the foundational skills used to help clients explore their story, thoughts, feelings, behaviour, and possibilities for change. We first studied the basic listening skills – attending, observation, encouraging, paraphrasing, summarising, reflection of feelings, and questions (open and closed). Following this we explored the influencing skill of focusing, and, when and how to use self disclosure.

In your learning journal write a brief definition and purpose for each of the skills studied.

2. Structuring a counselling session

While each counselling session you hold will be different, you will discover that there is a general pattern which takes place within a counselling session.

Most counselling sessions operate on a 50 minute hour. Time is required before and after the session for preparation, review and notes. During the session there is a beginning, middle and end. Record your thoughts on what occurs in each of these phases.

- Before the session - Preparation

- During the session

- Beginning

- Middle

- End

- After the session - Review

3. Counselling process

Geldard et al. (2016) state that there is a common process or pattern that occurs in a counselling session. They identified the following stages of the counselling process:

- Preparation

- Joining

- Active listening

- Emphasis on emotions

- Emphasis on thoughts (clarifying the problem)

- Emphasis on thoughts (restructuring thoughts)

- Emphasis on behaviour

- Closure

What do you happens in each of these stages?

Read the chapters below and compare your answers.

4. First session

As we have identified, a strong therapeutic relationship and creating a safe and professional counselling environment is important for change and growth in the client. Connecting with the client and creating a safe environment takes place right throughout the counselling process. However, it is particularly pertinent that this happens in the first session.

The client's experience in the first session will impact their willingness to share and explore their story with the counsellor. Consider:

- We identified in week three that a key task of the first session is to explain informed consent and confidentiality. What are the other main tasks of the counsellor in the first session?

- Imagine that you are going to set up your own counselling space. What type of space would you like to create? How would you set up the space so that it is comfortable and safe for yourself and your clients?

5. Taking notes during session

Do you have thoughts on taking notes during a session? Record these in your learning journal. Discuss with a colleague.

6. Practice

Triad practice.

If possible, work with two other students using the triad practice framework.

Use all the foundational skills taught in this unit.

• Conduct a twenty minute session applying the skills in a first counselling session.

Observer to watch the practice and record feedback (progress through stages, strengths and areas for improvement in skill use) on the feedback form.

After twenty minutes end the practice and provide feedback. Feedback order:

■ Observer provides feedback using clear and specific examples of how the counsellor progressed through the stages, skills used, how they were used, when they were used well and areas for improvement.

Client provides feedback as above.

Counsellor reflects on their progression through the stages and use of the skills, what they thought they did well and areas they want to work on.

After feedback, rotate the roles.

3) Post Learning Activities

1. Consolidation/Integration Activities

In your learning journal, reflect on what you have learnt this session:

● Is this material new? What is one thing that you have learnt?

What further questions do you have? Where will you look to find answers? What is one thing you can do this week to explore your questions?

How do you feel about running a first session?

W.12. Case Conceptualisation

Case conceptualisation

In week 11 we explored the process and stages of a counselling session. We identified that in the early stages of counselling, a key aspect is to identify and clarify the client's presenting issue and goals for counselling. Understanding your clients, their issues, and the decisions they want or need to make is foundational to counselling. This is part of the case conceptualisation process. This week we expand on this by exploring case conceptualisation in detail. Case conceptualisation will be defined and a model for case conceptualisation will be introduced.

1. Define case conceptualisation.

2. Explain the purpose of case conceptualisation.

3. Identify questions to help client explore presenting issue and strengths.

4. Name and describe three case conceptualisation models.

1) Pre-learning Activities

1. Learning Journal Activity

In your learning journal write a definition of case conceptualisation. Consider what type of information would you seek when seeking to understand your clients presenting issue. What would you do with this information?

After recording your answers, watch the following video. Review your responses in light of the video.

Durvasula, R (Academic).. Case formulation [Video]. Sage Video.

2) Key Learning Activities

Summary: Case conceptualisation, or case formulation, is a key task in the early counselling process. It involves developing a shared understanding of the client's presenting issue, goals, and potential interventions based on hypotheses about the underlying factors and processes contributing to the problem.

1. Introduction to case conceptualisation

We have seen that a key task in the early phase of the counselling process and initial session is to explore and develop a shared understand the client's presenting issue, goals and way forward. We want to establish - Why has the client come to counselling? What do they want to work through? What have they tried already?

How long has the problem been occurring? This requires skills in case conceptualisation (also known as case formulation).

Definition

McLeod (2013) defined case conceptualisation as “... a set of hypotheses that make potential connections between the immediate problems being presented by a client, the underlying factors and processes that are responsible for these problems, and through which they are maintained, the factors in the client's life that might facilitate or impede therapy, and the therapeutic interventions or strategies that might be used in working to resolve the client's problems.”

Most counsellors will work to establish an understanding of the client's issue. Often the means by which we do this is shaped by the theoretical approach used by the counsellor.

Reference:

McLeod, J. An introduction to counselling (5th ed.). Open University Press.

2. Function and process of case conceptualisation

a) Function of case conceptualisation

Record your thoughts on the role of case conceptualisation.

b) Process of case conceptualisation

Case conceptualisation starts before the first session and occurs throughout the counselling process. Following are phases of case conceptualisation

- Preparation

- Establish therapeutic relationship

- Explore client's background and presenting issues

- Define the problem

- Develop a diagnostic impressions of client's situation

- Set agreed goals

- Apply interventions

- Review

As with the stages of a counselling session explored last week, these phases are not static. Case conceptualisation is an ongoing process and will require ongoing review and adjustments with changes in the client's situation and presenting issue.

3. Exploring presenting issue and strengths

What types of questions may you ask to explore the client's background, presenting issue, strengths and resources? Record these. Discuss with a colleague.

4. Case conceptualisation models

Jungers & Scott (2019) review 3 case conceptualisation models.

- “Linchpin” model

- ☑ Inverted pyramid model

- Integrative model

Read pages 60 to 63 of Jungers and Scott (2019) to review these models and reflect on which resonates with you. Discuss with a colleague.

Jungers, C.M., & Scott, J.,. Practicum and internship: Textbook and resource guide for counselling and psychotherapy (6th ed.). Routledge.

5. More information

This section provided an introduction to case conceptualisation. You will learn more about case conceptualisation in the following units:

- COUN5141 Counselling Theories

- COUN5201 Counselling Skills and Models

- COUN5231 Fieldwork, Placement and Supervision 1

- COUN5241 Fieldwork, Placement and Supervision 2

3) Post Learning Activities

Summary: Post-learning activities include reflecting on case conceptualisation and practising with a specific issue. Reflection involves exploring the presenting issue and strengths, while practice involves using questions to delve deeper into the problem and identify strengths.

a) Reflection

What have you learnt about case conceptualisation? What will you use in your own practice?

b) Practice

Think of an issue you have worked through or are trying to work through. Use the questions below to help you explore the presenting issue and strengths.

Questions to explore presenting issue:

- What is the problem?

- How long has it been happening for?

- When did the problem start?

- What makes the problem worse?

- – What is the impact of the problem on the client's life (work, relationships, mental health, physical health, etc)?

- What are the symptoms (physical, thoughts, feelings, behaviours)?

- When does the problem happen?

- What have you tried to manage the problem?

Questions to explore strengths:

- What would you like to achieve?

- Are their times the problem doesn't occur? When? What happens then?

- How have you resolved other issues in your life?

- What have you tried to manage the problem? What's helped?

- What do you enjoy doing?

- What do you yearn for in life?

- What areas of your life are you proud of?

- Who are the people or communities you are involved with?

- Tell me about something you've accomplished in your life?

Reflect in your learning journal:

What was the impact of going through this process? Were there any insights? Has it change your relationship to the problem? What are your thoughts on how this may be useful in counselling?

W.13. Professional Issues

Professional issues

In this final week of the module we will look at the counsellor's professional responsibility to maintain client records and ensure professional self care.

Weekly Goals

1. Understand and discuss reasons for maintaining client records.

2. Describe procedures for securely maintaining client records.

3. Describe information to be maintained in client records.

4. Outline information recorded in session notes.

5. Define burnout.

6. Discuss the importance of counsellor self care.

1. Preparation

1. Record keeping

Write a draft of how to explain to clients the requirements around record keeping and session notes. Review your draft with the written contract provided on pages 77 to 79 of the text (the section relating to note keeping is on page 79).

2. Professional self care

Read chapter 10 of your text. In your learning journal, record what practices will you implement as professional self care strategies.

Taking care of yourself.. Counselor self-care (pp. 1 to 25). American Counseling Association. ebookcentral dot proquest dot com U.R.L I.S.B.N: 9781556204197

2) Key Learning Activities

Summary: Counsellors are responsible for maintaining client records, ensuring their security and confidentiality. This includes documenting session notes with factual information, avoiding subjective opinions. Additionally, counsellors must prioritize their own self-care to prevent burnout, utilising strategies like supervision and personal self-care practices.

1. Record keeping

Maintaining client records is a key professional, legal and ethical responsibility of counsellors. This involves documenting important client information and notes after each counselling session.

Consider:

- What type of information is stored in a client record?

- How are client files stored?

2. Security and storage of client files

We saw in week three that client information must be kept confidential. In addition to documenting client records, clients have legal, ethical and professional responsibility to ensure they are securely maintained.

Client records can be maintained in hard copy or electronically. When keeping electronic records, security measures such as passwords and encryption software are required. Hard copies of client records must be stored in locked and secure locations. For those working in an organisation, the workplace will generally determine how client records are kept.

3. Session notes

As stated, counsellors have responsibility to write and maintain records of each client session.

In your learning journal, consider:

- What type of information is stored in session notes?

- What isn't recorded in session notes?

Read pages 322 to 326 of Geldard et al. (2016) for a detailed account of what is recorded in session notes.

Geldard, D., Geldard, K., & Yin Foo, R.. Basic personal counselling: A training manual for counsellors (8th ed.). Cengage Learning.

Session notes provide an overview of what happened in each session. They should contain only factual and objective information discussed with the client. It's important to remember that a) clients can request to review their files, and b) client's files can be subpoenaed and accessed by a third parties (eg: referrals, legal issue, Workcover). Keeping this in mind, avoid recording subjective opinions or assumptions in your session notes.

Consider, as a counsellor, what would your reaction be if a client asked for their client record? What if your file was subpoenaed?

4. Professional self care

Another professional and ethical requirement of the counsellor is to manage their own self care. Counsellor self care is incorporated into the P.A.C.F.A code of ethics. This takes into account that the work of a counsellor can be draining and that counsellors need to ensure they are looking after themselves.

Record your thoughts on why professional self care is important. Read the P.A.C.F.A code of ethics section on self care.

Psychotherapy and Counselling Federation of Australia.. Code of ethics. pacfa dot org dot au U.R.L

5. Burnout

As identified in your text and, due to the nature of counselling work, counsellors are susceptible to burnout. Counselling is a profession that can be highly stressful and intense. Relationships formed within counselling, although enriching, may come at a personal cost to counsellors.

In your learning journal reflect on:

- What is it about counselling work that places counsellors at risk of burnout?

- How would you know if you were feeling burnt out? What are the signs?

- What will you do to prevent or minimise the risk of burnout?

6. Self care strategies

There are a number of self care strategies that counsellors can implement – both personal and professional. In your learning journal, brainstorm all the strategies you can think of.

7. Supervision

One major professional self care strategy is supervision. Professional supervision provides an opportunity for counsellors to review their work with clients. Counsellors can present material, discuss ethical dilemmas, areas of concern, periods of stuckness. Supervision provides a safe space for counsellors to explore their work and challenges they face. Supervision can be with an individual supervisor or a group of peers. It is a requirement of P.A.C.F.A and A.C.A that counsellors have ongoing clinical supervision. This is particularly important for beginning counsellors.

Consider supervision. What are you looking for in a supervisor?

3) Post Learning Activities

1. Consolidation/Integration Activities

In your learning journal, reflect on what you have learnt in this module:

- Which areas resonated the most? Why?

- Which areas have been the most challenging for you? Why?

- What areas do you want to explore further? How will you do this?

Review your learning journal starting from week one. Reflect on what you have learnt, changes in understanding and areas to develop. How are you feeling as we are at the end of this unit?

Assessment 2 Summary

a) What to do

- Video record: Apply skills of: attending, encouraging, paraphrasing and summarising.

- to Transcript: of what was said

- Record your immediate reactions to the recording: What were you pleased about? Were there any surprises? What would you do differently? What was the experience like?

- to Reflect on this experience and what you have learnt to consider how you will approach assessment two.

b) Preparation

- to Review: Scaffolding & Unit Outline.

- Organise for someone to act as the 'client'

- Read pages 353 to 356 of Geldard et al (2016) for information on using transcripts/verbatim reports.

- to Review learning hub information:

- How to analyse a counselling session, found at the following link: Analysis of a Counselling

Session

- Being a critical and reflective thinker, found at the following link: Critical and Reflective Thinking

- to Book a session with the Learning Hub for further support.

Wx. Template

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