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UNIT 4Facilitate the Counselling Process

DPC4C

Unit Topic: The Counselling Process

Published by: J & S Garrett Pty LtdACN 068 751 440

All Case Histories in this text are presented as examples onlyand any comparison which might be made with persons either

Australian Institute of Professional CounsellorsSTUDENT WORKBOOK

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Second Edition, 2006 (2.0)Copyright ownership: J & S Garrett Pty. Ltd. ACN 068 751 440

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Australian Institute of Professional CounsellorsHead Office47 Baxter St., Fortitude Valley, QLD 4006.

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ContentsPREAMBLE

Unit Title.........................................................................................................................................................................5

Unit Purpose...............................................................................................................................................................5

Suggested Hours..................................................................................................................................................5

Prerequisites..............................................................................................................................................................5

Content..............................................................................................................................................................................5

Resources/Readings..........................................................................................................................................5

Assessment...................................................................................................................................................................6

Time Frame..................................................................................................................................................................7

Unit Outcomes.........................................................................................................................................................8

About the Icons.......................................................................................................................................................12

SECTIONS

Introduction.................................................................................................................................................................13

Section 1: The Counselling Process ....................................................................................15

Section 2: The Beginning Phase.................................................................................................21

Section 3: The Middle Phase............................................................................................................31

Section 4: The Ending Phase...........................................................................................................41

Practical Component.......................................................................................................................................53

Glossary............................................................................................................................................................................54

Preamble

Unit TitleUnit DPC4C: Facilitate the counselling process

Unit PurposeThis unit focuses on the application of the knowledge and skills required to facilitate the counselling process to enhance client growth. The process is applied to counselling practice to ensure clients are assisted through the counselling interview process to achieve optimum benefits for clients.

Suggested HoursAlthough everyone will work at their own pace, we suggest you allow approximately 75 hours to complete this unit competently, including seminars, tutorials, assignments and any practical activities.

Pre-requisitesThe pre-requisite for this unit is DPC3C – Apply counselling interview skills

Content The counselling process Identifying client concerns Exploring client concerns Reviewing the counselling process Negotiating the termination of the counselling relationship

Resources/ReadingsRequired Learning Resources:

Unit 4, Book of Readings - Volume 1 (Version 3) Readings A – J commencing on page 83 of this workbook.

Recommended Texts:

The following texts are for supplementary reading only. They do not have to bepurchased as a part of this course. If you are interested in the following titles,the Institute usually has most of them available in the library or for purchase at a student discount through the Institute Bookshop.

6

Preamble

Corey, G. C. (1996). Theory and practice of counselling and psychotherapy (5th ed.). USA: Brooks/Cole.

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Unit 4 – Facilitate the counselling process

Assessment

This unit will be assessed by completing this workbook and an additional practical component. You are required to be assessed as competent on allworkbook activities, including written assignments, case studies, research projectsand exercises, before being able to complete the practical component. You cancomplete the practical component of this unit, by either:

a) attending a seminarb) videotaping your skills, orc) having a Private Assessor assess your skills.

It is in your best interest to complete the practical component as soon as possibleafter completing the prerequisite units. This way you will be very familiar withthe content and better able to complete the required activities.

Should you need more space to complete activities, please attach another pageto the relevant activity and ensure any additions are clearly marked at the top ofthe page with

your name student number the workbook code and title section number and title the activity number your assignment refers to

Where we have provided a guide as to how many words we would expect youto write, please note, this word count is based on the amount of words requiredto adequately show your understanding and knowledge of the topic. You are nothowever, expected to stick rigidly to this word count. The completed Workbook and any additional assignments etc., should besubmitted to The Australian Institute of Professional Counsellors at the end ofeach workbook. Please ensure you either write or print clearly in blue or blackpen (no pencil please). Failure to submit clean, legible workbooks will unfortunatelyresult in these being returned to you, unmarked.

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Preamble

Time FramePlease note, Austudy/Abstudy students must keep to the Austudy/AbstudyAssessment Due Dates on your Course Outline. Unfortunately failure to do somay result in your benefit being revoked. Remember you must notify the Instituteof your Austudy/Abstudy acceptance.

The recommended time frame for Unit 4 – Facilitate the Counselling Process, Sections 1 - 4 is five weeks. Please return the workbook to the following address:

Address: The Australian Institute of Professional CounsellorsLocked Bag 15FORTITUDE VALLEY QLD 4006

Thank you for choosing to study with The Australian Institute of ProfessionalCounsellors. Good Luck!

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Unit OutcomesUpon completion of this unit, you should be able to:

Element Performance Criteria

DPC4C/01.Begin the counselling process.

1.1Clients are encouraged to understand the counselling process;

1.2Communicate client rights during the counselling process;

1.3A plan for counselling is constructed and contracted with the client;

1.4Apply strategies to generate initial client-counsellor rapport.

DPC4C/02.Facilitate the identification of client

concerns.

2.1 Communicate presenting issues and prioritise them with the client;

2.2 Recognise and respond to situations of risk or potential risk immediately and appropriately;

2.3 Respond to expressions of strong emotion in an appropriate manner suited to the counselling environment.

DPC4C/03.Explore client concerns.

3.1Recognise and acknowledge client strengths and resources;

3.2Communicate changes in a client’s situation or circumstances throughout the counselling process;

3.3Assist clients to recognise underlying issues and their relevance to change.

DPC4C/04.Review the counselling process.

4.1Clients are encouraged to express their perception of the counselling process;

4.2The counselling process is evaluated and documented with clients to ensure it remains helpful;

4.3The client is encouraged to determine the pace of the counselling process.

DPC4C/05.Negotiate the termination of the client-counsellor relationship.

5.1Plan and contract the conclusion of the counselling process with the client;

5.2Client concerns are reviewed;5.3Plan and apply appropriate procedures

for any unresolved client concerns.

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Preamble

Evidence guide

Critical aspects of evidence:It is essential that competence be demonstrated in facilitating the counselling process. The candidate must be able to: Begin the counselling process Facilitate the identification of client concerns Facilitate the exploration of client concerns Review the counselling process Negotiate the termination of the client-counsellor relationship

Underpinning knowledge may include:The knowledge requirements for this unit of competency are listed below: Procedures for ensuring clients rights are known before

relationship begins Personal limitations Client concerns Communication sub-skills Identification of risk situations Client contracting Review of counselling Ending the counselling process

Underpinning skills may include:To achieve the performance criteria, the following underpinning skills are required. These include the ability to: Identify and explore client concerns Facilitate change within counselling practice Apply the counselling process Apply communication sub-skills

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About the IconsThe following icons are small graphics used throughout this workbook to describe certain activities that you will need to undertake.

assessment self-check

audio tape self-evaluation exercise

discuss with friend, family member, study partner or supervisor

simulation

field excursion video

reading written assignment

reflect on this topic written task

research project tip

review/revise exercise

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INTRODUCTION

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Introduction

About this Unit:This unit is designed to provide you with an introduction to the counselling process, from the initial interview to the final session. The model that you will be studying in this unit divides the counselling process into three phases; the beginning, middle and end. This unit has been similarly divided into sections that focus on the counselling process in general as well as the beginning, middle and end phases respectively.

This counselling process you are learning in this unit offers a framework from which you can structure your own counselling sessions and may assist you in later units when you study more specific counselling strategies and approaches.

Overview of Sections: Section 1: The counselling processThe first section of this unit introduces you to the general counselling process and invites you to reflect on the purpose of each phase.

Section 2: The beginning phaseIt is the counsellor’s role in the beginning phase to prepare the client for the middle phase of counselling. This means ensuring that the client is aware of their rights and your ethical and legal responsibilities as a counsellor. It also means that clients are aware of the practicalities involved in the counselling process, including the session length and frequency, any fees, as well as a likely ending or review date. All of these factors need to be clearly communicated to your client and an agreement made on those terms.

In addition, the establishment of client goals occurs in the beginning phase. This section provides an opportunity for you to reflect on the procedures required to ensure that your client feels prepared for the middle phase of counselling and focused on the achievement of their goals.

Section 3: The middle phaseThe middle phase of the counselling process is marked by a shift from focusing on setting goals and identifying concerns to exploring client feelings and issues that may surround their concerns.

The middle phase is the exploration and change phase and as such may evoke strong feelings and responses in your client. In this section we invite you to consider how you might handle such expressions of strong emotion. In addition we ask you to reflect on when it might be necessary for you to discuss the past with clients and at what stage in the counselling process should you review your client’s progress.

Section 4: The end phase

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Introduction

Ending the counselling process can evoke numerous feelings in both the client and the counsellor. During the end phase, counsellors need to reinforce the progress and achievements that their client has made. In addition, the counsellor needs to be aware of the possibility for clients to respond strongly to the loss of the client-counsellor relationship.

In this section we invite you to reflect on ways in which counsellors can ensure that their clients successfully work through any negative feelings about the termination of counselling and leave their final session feeling as though they no longer require the counsellor’s support

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Section 1

THE COUNSELLINGPROCESS

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Section 1: The Counselling Process

The Counselling Process

About this Section:

In this Section you will learn about:The three phases of counselling

The beginning phase The middle phase The end

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Phase 1: The Beginning

Establish the counselling contract with your client and ensure the following are discussed and clearly communicated to your client.

Confidentiality and its limitsThe frequency and duration of sessionsFees and other practicalities (such as cancellation

procedures and opening hours)Number of sessions before review

2. Build rapport3. Identify and prioritise client’s presenting issues 4. Set counselling goals

Phase 2: The Middle

Progress has been made but

still some counselling work

to go

Client goals have been achieved

1. Explore client feelings and issues in more depth2. Identify relevant underlying issues3. Apply appropriate intervention strategies4. Review the counselling process Consolidate skills - i.e. Ensure that any new

skills/behaviours/thought patterns are transferred beyond the counselling room into everyday life

Counselling reveals that a more specific intervention is

required

Refer client to appropriate service or

professional

Re-contract with the client by

reviewing goals and timeframes

Phase 3: The Ending

Discuss and manage the loss of the counselling relationship, as requiredReinforce what has been achieved

Figure 1: The Counselling Process


To complete this section you will need the following resources:

1. Unit 4, Book of Readings - Volume 1

Tip: Read through Reading 4.1 before starting this section. This will assist you in completing the following activities.

ACTIVITY 1

1. Hodgkinson (1992 – Reading 4.1) identifies three main phases of counselling: beginning, middle and end.

Identify the phase at which each of the following should occur by writing eitherB = Beginning phase, M =Middle phase or E = End.beside each item below.

a. Exploring options for more specific forms of help

B

b. Identifying recurring patterns

B

c. Establishing how long the sessions will be B

d. Establishing rapport B

e. Reaffirming what has been achieved

B

f. Establishing fees B

g. Exploring strong feelings B

h. Exploring relevant underlying issues

B

ACTIVITY 2

2. In your own words, summarise the phases of counselling in the space provided below. Be sure to identify what occurs for the client in each phase.

a) The beginning phase

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Reading 4.1

Reading 4.1


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b) The middle phase

c) The end

Summary:This section was designed to provide you with a brief overview of the counselling process. As counselling is such an individual and personal process for each client, it is unlikely that all counselling will follow this process strictly. Sometimes you may find the need to return to rapport building and goal setting (phase 1) after spending some time discussing and exploring client concerns (phase 2). There are no set rules as the process is lead by the needs of your client. The counselling process described in your readings offers a broad framework for structuring your counselling sessions and is designed to offer guidance rather than prescription.

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ASSESSOR’S COMMENTS FOR UNIT 4 - SECTION 1

To be completed by The Australian Institute of Professional Counsellors to provide constructive feedback on the assessment of this workbook.

C / NYC

Signature of Assessor: Date:

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Section 2

THE BEGINNING PHASE

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Section 2: The Beginning Phase

The Beginning Phase

About this Section: In this Section you will learn about:

- Establishing a counselling contract- The importance of building rapport- Identifying and prioritising presenting issues- Goal setting- Recognising situations of risk

Resources:To complete this section you will need the following resources:

1. Unit 4, Book of Readings - Volume 1

Tip: Read through Readings 4.1, 4.2 (Part 1 & 3), 4.3, 4.4, 4.5 (Part 1) before starting this section. This will assist you in completing the following activities.

ACTIVITY 1Contracting with clients

1. One of the first steps in the counselling process is establishing a counselling contract. A counselling contract may be a verbal or written agreement between the counsellor and the client.

CONTRACTING WITH THE CLIENT (Geldard & Geldard, 2005*, pg. 12) “A counselling contract may include an agreement regarding issues such as those related to confidentiality, general and specific goals, the counselling process, the counselling methods to be used by the counsellor, and issues to be discussed. At the contracting stage we like to make it clear that the client’s wishes will be respected with regard to what issues will and will not be discussed. This is very important for some clients who may fear that they will be pressured in subtle ways to discuss issues which they do not wish to explore.

Sometimes a contract will involve an agreement to attend counselling sessions at regular intervals; for example weekly or

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Phase 1: The Beginning

1. Establish the counselling contract with your client and ensure the following are discussed and clearly communicated to your client. Confidentiality and its limits The frequency and duration of sessions Fees and other practicalities Number of sessions before review

2. Build rapport3. Identify and prioritise client’s presenting issues 4. Set counselling goals


fortnightly for a particular number of sessions, with a review of the counselling process occurring at set times.” (p. 12)

*Geldard, D. & Geldard, K. (2005). Basic personal counselling: A training manual for counsellors (5th ed.). Australia: Prentice Hall.

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1.1 List six (6) items that may be included as part of the counselling contract.

1.

2.

3.

4.

5.

6.

1.2 What are the benefits of establishing a counselling contract for....

a) The clients?

b) The counsellor?

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Reading 4.1 & extract

Reading 4.2 (Part 2) & 4.3 (Parts 1

& 2)


ACTIVITY 2

“The therapeutic relationship is a central factor in successful therapy:”

(Bertolino & O’Hanlon, 2002 – Reading 4.2).

The therapeutic relationship (or client-counsellor relationship) plays a large role in determining the success of the counselling process. Thus it is crucial in the initial stages of counselling that the counsellor joins with the client to establish a relationship based on mutual trust and rapport.

2. List four (4) ways a counsellor can convey acceptance to their client.

1.

2.

3.

4.

ACTIVITY 3

Identify client’s presenting issues

3.1 Egan (1994 – Reading 4.5) discusses the concept of “encouraging clarity”. In your own words, explain what

“encouraging clarity” means.

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Reading 4.5

(Part 1)


3.2 List three (3) skills that a counsellor may use to “encourage clarity” from a client?

1.

2.

3.

ACTIVITY 4

Prioritising client concerns

“In learning what it is that clients want, we sometimes find that what clients are initially complaining about is not their primary concern. For example, a client will mention numerous concerns and the therapist will be unclear as to which one takes precedence. In such cases, many clients will just want their experience and views to be acknowledged and heard. They will then move on to concerns that are more significant for them. For this reason, we always check with clients to be sure that we clearly understand what it is they want to see change. When clients have a number of complaints, we summarise and acknowledge them all, and then learn which ones are most pressing.

Sometimes a client indicates that all complaints or concerns are of equal weight. In this case, we work with clients to determine which one or two concerns should be addressed first. We assure clients that all of their concerns are important and will be addressed, but that we are just learning which ones are most troublesome and should be focussed on initially.” (p. 91)*

*Extract from:Bertolino, B. & O’Hanlon, B. (2002). Collaborative, competency-based

counseling and therapy. Needham Heights, MA: Allyn & Bacon.

Read through the extract above and answer the following:

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Reading extract


4.1 What should a counsellor do if a client presents with more than one concern or complaint?

4.2 What should a counsellor do if their client suggests that all concerns or complaints are of the same degree of importance?

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ACTIVITY 5Goal setting

5.1 Why do you think it is important to set goals in the beginning phase of counselling?

5.2 Nelson-Jones, (2003 – Reading 4.4) describes two types of goals: 1) Process goals and 2) Outcome goals

In your own words describe the difference between these two types of goals.

5.3 Nelson-Jones, (2003 – Reading 4.4 - Box 16.1) provides some example questions for assisting clients in clarifying their goals.

Write one question that you think would be useful to ask a client when clarifying their outcome goals (make sure your question is different from those listed in your reading).

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Reading 4.4

Reading 4.4


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ACTIVITY 6Situations of risk

In the beginning phase of counselling you may need to respond to situations of risk, sometimes even in the first session of counselling a client. We define situations of risk as those situations in which a counsellor becomes aware of the potential for a client to be harmed, harm themselves or harm others. Thus situations of risk may include:

Suicidal clients Threats made by the client to harm the counsellor or another Violence in the counselling session

Read through the possible counsellor responses listed below (A, B or C) and answer the questions that follow.

Possible counsellor responses:A. Continue the session as normal.

B. Explain to the client that this is one of those times that you have to tell someone about what has just been said (break

confidentiality). Ask your client if they would like to tell someone about the

situation or if they wish you (as the counsellor) to do the telling.

C. Discuss options with the client about what they can do, then assistthem to follow through on those.

6.1 Read through the following scenarios and consider: Whether you would classify the scenario as an “at risk” situation? How would you respond when faced with the situation?

(choose from A, B or C). Note : You may choose the same letter more than once.

A. Your teenage client (boy, age 17) tells you that he is using illegal drugs and selling it to his peers.

a. Do you consider this a risk situation? YES b. Which response do you think is most appropriate for a

counsellor? A

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c. Why do you think this is the most appropriate

counsellor response?

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B. Your client (woman, 34) tells you that she has been shop-lifting regularly at the local shopping centre.


counsellor? A c. Why do you think this is the most appropriate


C. Your client (man, age 42) says that he gets so frustrated with his young children that sometimes he feels like “killing them”.


counsellor? A c. Why do you think this is the most appropriate


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Summary:

This section outlined the beginning phase of the counselling process. From first contact to final session it is important to maintain a strong, trust-based relationship with your client. The foundations for this relationship are established in the beginning phase of counselling.

The beginning phase is also characterised by identifying client concerns, goal setting and establishing the counselling contract. All of these factors contribute to providing a firm basis on which client issues and concerns can be explored in detail and depth throughout the middle phase of counselling.

ASSESSOR’S COMMENTS FOR UNIT 4 – SECTION 2


C / NYC


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Section 3

THE MIDDLE PHASE

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The Middle Phase

About this Section:In this Section you will learn about: Responding to expressions of strong emotion Exploring underlying issues Recognising and acknowledging your client’s strengths Reviewing the counselling process

Resources:To complete this section you will need the following resources:1. Unit 4, Book of Readings - Volume 1.

Tip: Read through Reading 4.2 (Parts 1 & 3), 4.3 (Part 3), 4.5 (Part 2) & 4.6 before starting this section. This will assist you in completing the following activities.

Progression from the beginning phase to the middle phase of counselling is marked by the transition from discussing client concerns and goals to exploring client issues further. In this section we look at a variety of situations that may occur in the middle phase of counselling and explore options for appropriate counsellor action.

ACTIVITY 1Responding to expressions of strong emotionIt can be a frightening and confronting experience for a client to express strong emotion within a counselling session. Often the expression of difficult or tightly held emotion does not surface until the middle phase of counselling. This is frequently due to the nature of human relationships and the building of trust. Sometimes clients need to trust their counsellor and feel safe in the counselling environment before they can consider becoming as vulnerable as they believe the expression of strong emotion may make them.

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Phase 2: The Middle

1. Explore client feelings and issues in more depth2. Identify relevant underlying issues3. Apply appropriate intervention strategies4. Review the counselling process5. Consolidate skills - i.e. Ensure that any new

skills/behaviours/thought patterns are transferred beyond the counselling room into everyday life

Reading 4.2(Parts 1 & 3)

Section 3: The Middle Phase

1.1 Moursund (1993 – Reading 4.2: Part 3) discusses the need for the counsellor to “provide both permission and protection” to a client exploring their emotions. What does this mean?

Note: You will need to include an explanation of both permission and protection in your answer.

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1.2 List three (3) ways a counsellor can help a client to “feel safe”.

1.

2.

3.

ACTIVITY 2 Exploring underlying issues

2. Egan (1994 – Reading 4.5: Part 2) contends that there are pluses and minuses for discussing the past.

List one (1) occasion when it may be helpful to discuss the past with your client?

40

Reading 4.5 (Part 2)


ACTIVITY 3

Recognising and acknowledging your client’s strengths

Clients often arrive at an initial counselling session feeling troubled emotionally and unable to move forward on a particular issue or concern. This is often accompanied by a feeling of helplessness and an assumption on the client’s behalf that they have nothing more to offer in generating solutions or new options. It is vital therefore that when you observe a strength or skill in a client, you acknowledge and highlight it to your client.

3. To assist in identifying client strengths (or competencies), Bertolino & O’Hanlon (2002 – Reading 4.3: Part 3) suggest shifting focus from “what’s wrong” to “what’s right”.

What do you think some of the benefits for doing this may be for your clients? List three (3).

1.

2.

3.

Important Note:

In addition to exploring client feelings and underlying issues, the middle phase of counselling also involves the implementation of appropriate intervention strategies. These strategies are designed to assist the client to change in some way. You are not required to have a thorough understanding of intervention strategies at this stage. Details of various intervention strategies will be covered in Units 8-12.

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Reading 4.3(Part 3)


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ACTIVITY 4Review the counselling process

Part of the counselling process involves checking that the client is satisfied with the counselling that you are providing. Checking with the client in this way is called reviewing the counselling. Reviews can be conducted in a variety of ways. The way in which you choose to conduct your reviews is dependent on you and your personal counselling style.

Some organisations will have procedures already in place that outline how counselling reviews are to be conducted. Nonetheless you may wish to conduct additional reviews to assist you in assisting your client.

A review can be an informal chat with your client about how they feel things are going in the sessions or it can be a series of questions on paper that they may fill out in session or between sessions.

The initial counselling contract should outline the review process for the client. A review should include:

Review of the progress that has been made towards the client’s goals

Evaluation of the counselling relationship (from the client’s perspective)

Evaluation of the pace of the counselling progress

Re-evaluation of the termination (final session) date

Feedback from the client on what is working well for them and what is not

The frequency of reviews is up to you and your client. Some counsellors choose to conduct a brief review after every session; others choose a predictable time-frame, such as every three sessions or every six weeks.

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4.1 Why do you think it is important to review the counselling with your clients? Consider both the client and your role as counsellor in your answer.

4.3 Write two (2) questions that may be useful to include in a counselling review. (i.e. What questions could you ask your clients to encourage them to discuss their perceptions of the counselling they are receiving?) E.g. “What do you think has been most helpful so far?”

1.

2.

44


The results of your reviews with clients may determine whether you develop a new counselling contract with the client, begin the ending phase of counselling or offer suggestions about service providers that may be more appropriate for your client’s concerns.

ACTIVITY 5Consolidate new client skills

During the counselling process clients may learn strategies, skills or ideas that are new and perhaps initially awkward or uncomfortable for them. Clients may be aware of the benefits of these new skills, yet find it difficult to maintain the changes and fall back into old patterns of thinking or behaviour. It is crucial therefore that the counsellor prepares the client for continuing to use the new skills after counselling has ended.

5. List four (4) ways counsellors can assist clients during counselling to continue using their new skills after counselling has ended (i.e. consolidate their skills).

1.

2.

3.

4.

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Reading 4.6


Summary:The middle phase of the counselling process is marked by a shift from focusing on setting goals and identifying concerns to exploring client feelings and issues that may surround their concerns. This is the phase of counselling when change happens, when clients explore new options and may try out new ways of thinking or behaving. If new patterns prove successful for the client, it is vital that the counsellor implements strategies that encourage the new patterns to become habits. The middle phase ends when a client decides that their needs have been meet or they no longer require support. The counsellor may also end this phase by deciding that they are unable to help any further and thus providing the client with other suitable alternatives.

ASSESSOR’S COMMENTS FOR UNIT4 – SECTION 3


C / NYC


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48

Section 4

THE END PHASE

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Unit 4 - Facilitate the counselling process

The End Phase

About this Section:

In this Section you will learn about:

Acknowledging and managing the loss of the counselling relationship

Exploring post-counselling options with clients

Resources:

To complete this section you will need the following resources:

1. Unit 4, Book of Readings - Volume 1.

Tip: Revise Reading 4.2 (Part 4) and read Readings 4.7 & 4.8 before starting this section. This will assist you in completing the following activities.

ACTIVITY 1Discuss and manage the loss of the counselling relationshipThe end phase of the counselling process can be at once a liberating and disconcerting experience for both client and counsellor alike. A multitude of emotions including a sense of loss, fear, anger or guilt may emerge as a response to the ending of the client-counsellor relationship. One of the final tasks of the counsellor is to assist the client in working through these sometimes intense, emotional reactions.

1.1 List one (1) thing a counsellor could do to assist a client in working through their feelings of sadness in the end phase of counselling?

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Phase 3: The Ending

1. Discuss and manage the loss of the counselling relationship, as required

2. Reinforce what has been achieved

Reading 4.2 (Part 4)

Section 4: The End Phase

51


1.2 What can a counsellor do to assist a client in working through their feelings of fear in the end phase of

counselling?

ACTIVITY 2

2. Scissons (1993 – Reading 4.7), lists eight (8) things that you can do to help the ending phase of the counselling process run more smoothly. Briefly describe those eight things below.

1.

2.

3.

4.

5.

52

Reading 4.7


6.

53


7.

8.

ACTIVITY 3Appropriate referral

At times counselling may reveal that more intensive work is required or a specific specialist is needed for the client to continue to work through their concerns. At these times it is important to provide your client with information about the relevant services that are available to them.

3. Imagine that in your final session with a client, you provide them with information about the additional services that are relevant and available to them, should you call them following the final session to make sure they have followed up? Justify your answer.

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Reading 4.8


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ACTIVITY 4Putting it all together

Case study:Jenny is a 32 year old woman with three young children. Her partner, Doug, is in the Defence Force and has been away on service for the last four months. Jenny is finding it increasingly difficult to cope with the children on her own. She has come to counselling to try and get some help with managing her time, her children and her moods (she feels sad and exhausted).

4.1From the information in the case study above, answer the questions below.

a) List four (4) points you would discuss with Jenny as part of the counselling contract?

1.

2.

3.

4.

56

Beginning Phase


b) List two (2) ways in which you would start to build rapport with Jenny?

1.

2.

c) List one (1) way in which you could identify which concern or complaint was most pressing for Jenny?

d) Write three (3) examples of goals you may set with Jenny?

57

Beginning Phase


4.2 Imagine that you have finished the beginning phase of counselling with Jenny. Answer the questions below in regard to the middle phase of counselling.

a) List three (3) communication skills you could use to help Jenny explore her feelings in more depth?

1.

2.

3.

b) List two (2) things you could do to ensure that Jenny can repeat what she is learning in the counselling room in situations of her everyday life?

1.

2.

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Middle Phase


4.3 You have moved through the middle phase of counselling with Jenny and are thinking about ending the counselling process with her. Answer the questions below in regard to the end phase of counselling.

a) List one (1) way in which you may decide when Jenny no longer needs the support of a counsellor?

b) Jenny says she feels sad about not being able to see you anymore. List two (2) things you could do to address this?

1.

2.

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End Phase


Summary:

This section highlighted some of the issues that may surface in the end phase of counselling. The end phase is a time for reviewing the work that has been done and ensuring that your client’s concerns have been addressed. Some clients may require further work with specialist practitioners or more time with you to work on other issues of concern. Whatever the decision, counsellors need to be aware that the end phase of counselling can be an emotional experience for many clients. Any feelings associated with the loss of the counselling relationship need to be addressed with compassion and support.

Declaration of Authenticity

I, hereby declare that all of the work completed within this workbook is my own.

Signed: Date:

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Important Note: Whilst we take care to ensure that all received workbooks and assessment items are kept secure, we strongly recommend taking a photocopy of your work for your own records. Postage difficulties or unforeseen circumstances (although unlikely) may require you to resubmit an item of assessment. Thank you.


ASSESSOR’S COMMENTS FOR UNIT 4 – SECTION 4


C / NYC


FINAL ASSESSOR'S COMMENTS FOR OVERALL WORKBOOK

To be completed by The Australian Institute of Professional Counsellors to provide constructive feedback on the assessment of this whole workbook.

..

.

C / NYC

. Signature of Assessor: Date:

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Practical Component

Practical ComponentPrerequisites:You will need to have completed the workbooks for Units 1 and 2 and have them assessed as competent before being able to complete this practical component.

Topics covered in this Practical Component: the use of open and closed questioning skills to gain

additional information the use of active listening skills and client feedback to

encourage or bring closure to discussion reflecting the feelings and emotions of the client as a means

of clarifying their feelings and behaviour. the use of observation skills to understand client conflict,

incongruities and discrepancies

Process:You can complete the practical component by either:(a) attending a one day seminar(b) videotaping your skills, or(c) having a Private Assessor assess your skills.

Option (a): One day SeminarIf you wish to complete the practical component by personally attending the one day seminar, you will need to refer to the seminar timetable for when Communication Skills I is next scheduled in your area. You can book by phoning your local Student Support Centre.

Option (b): Videotaping your SkillsIf you are unable to attend the one day seminar due to personal, family or work commitments, and you wish to complete the practical component by videotaping your skills, there are specific guidelines that you will need to follow. You need to firstly apply to complete this practical component by “Alternative Assessment” by completing the Application Form. You would have received a copy of this form in your initial pack. Upon returning this form to your local Student Support Centre, you will be provided with complete and easy to follow details and instructions regarding how to complete your practical component by this option.

If you need further assistance, please contact your local Student Support Centre.

Option (c): Having a Private Assessor Assess your SkillsIf you are unable to attend the one day seminar due to distance, disability or work or family commitments, and you wish to complete the practical component by having a Private Assessor assess your skills, there are specific guidelines that you will need to follow.

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You need to firstly apply to complete this practical component by “Alternative Assessment” by completing the Application Form. You would have received a copy of this form in your initial pack. Upon returning this form to your local Student Support Centre, you will be provided with detailed information regarding how to complete your practical component by this option. You will also be provided with details of the closest Private Assessor to you.

If you need further assistance, please contact your local Student Support Centre.

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Notes

Glossary

The following definitions have been provided to assist you in your understanding of some of the new terminology you will encounter in your readings and workbook for this unit. Please note that these definitions are not to be considered as all encompassing.

The following definitions have been provided to assist you in your understanding of some of the new terminology you may encounter in your readings and workbook for this unit. Please note that these definitions are not to be considered as all encompassing.

Counselling Contract

The agreement between client and counsellor. It may include information such as:

Client rights and confidentiality Length and frequency of sessions Date of first counselling review Client goals

Intervention StrategiesStrategies and techniques designed to initiate change in the client. Note: Various intervention strategies will be covered in Units 8 – 12 of the Diploma.

ReferralThe process of providing sufficient information to clients about other relevant support services so that they may follow up on that information, if they wish to.

Therapeutic Alliance The collaborative partnership between client and counsellor.

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Type any additional Notes/Comments here


ASSESSMENT SUMMARY TABLE

This Page Will be Completed by the Assessor When Your Submission is Returned to You

Section Number

First Submission

Re-Submission Activities and questions that need to be resubmitted

.

Section 1:

C NYC C NYC.

Section 2:

C NYC C NYC.

Section 3:

C NYC C NYC.

.Section 4:

C NYC C NYC.

Section 5:

C NYC C NYC.

Section 6:

C NYC C NYC..

Section 7:

C NYC C NYC

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What You Need to do if you are NYC

WHAT YOU NEED TO DO IF YOU ARE NOT YET COMPETENT

.

If you have been marked Not Yet Competent (NYC) this means that you have not yet met all the requirements for this Unit. This may be because you have not given enough detail when answering all the questions, you may have left out a question or you may have answered some questions .incorrectly.

Being NYC does not mean that you have to redo the whole unit. You simply need to resubmit the questions that the marker has asked you to as outlined in the Assessment Summary on the previous page. On this page the marker will have identified exactly which questions you need to resubmit. This page is not designed to give you feedback; it is simply to provide you with clear guidelines as to what you need to resubmit. .

In your workbook, the marker will have given you feedback regarding the question(s) you need to resubmit. Feedback may be given in the Comments beside the question you need to resubmit .and/or in the Assessor’s Comments Box at the end of each section. .

Please do not change your original answers in your workbook. Your marker will need to look at your original answer and your resubmitted answer. To make a resubmission, enter your answers into the Entry Boxes on the following three pages. A new Entry Box begins on each page so you can choose how to layout your answers.

The most important thing is that you clearly identify the Section Number, Activity Number, Question Number and Page Number before each answer. .

Space is provided for two resubmissions only. If your assessor does not mark your work as .Competent by the second resubmission, then they will contact you to arrange any future work required for this unit.

Don’t forget that if you have any difficulties:

Ring the Study Assistance Line on 1300 139 239

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Resubmission

RESUBMISSION PAGE 1

The following Entry Box is for students to complete any activities that require resubmission. .

Enter Your Resubmitted Answers Here:

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RESUBMISSION PAGE 2

The following Entry Box is for students to complete any activities that require resubmission.


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Resubmission

RESUBMISSION PAGE 3



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RESUBMISSION PAGE 4



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Resubmission

RESUBMISSION PAGE 5

The following Entry box is for students to complete any activities that require resubmission.


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Resubmission

ASSESSOR'S COMMENTS – FIRST RESUBMISSIONTo be completed by The Australian Institute of Professional Counsellors to provide constructive feedback on the assessment of this workbook.

..

..

C / NYC


ASSESSOR'S COMMENTS – SECOND RESUBMISSIONTo be completed by The Australian Institute of Professional Counsellors to provide constructive feedback on the assessment of this workbook.

.

.

..

C / NYC


NOTE: If the student is not assessed as competent in the second resubmission, the assessor needs to contact the student to arrange future resubmissions. ..

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ACA’s Code of Conduct

Australian Counselling Association

Code of ConductIntroduction1. The Australian Counselling Association (“the ACA”) has been

established to;

(a) To provide an industry based Association for persons engaged in counsellor education and practice.

(b) To monitor, maintain, set and improve professional standards in counsellor education and practice.

(c) To be a self-regulatory body to provide for registration of members and to provide a mechanism for dealing with complaints about members.

(d) To liaise with Government for the benefit of members and the public.

2. Membership of the ACA commits members to adhere to the ACA Code of Conduct. The Code of Conduct applies to counsellors work related activities. It includes the clinical or counselling practice as well as research, teaching, supervision of trainees and other activities that relate to the overall general training and employment of the counselling profession.

3. The Code of Conduct is intended to provide standards of professional conduct that can be applied by the ACA and by other bodies that choose to adopt them in Australia. Depending upon the circumstances compliance or non-compliance with the Code of Conduct may be admissible in some legal proceedings.

Code of Ethics

1. Code of EthicsThe helping relationship constitutes the effective and appropriate use of helper’s skills that are for the benefit and safety of the client in his or her circumstances.

Therefore as members (regardless of level) of the Australian Counselling Association we will: Offer a non-judgemental professional service, free from

discrimination, honouring theindividuality of the client.

Establish the helping relationship in order to maintain the integrity and empowerment of the client without offering advice.

Be committed to ongoing personal and professional development.

Ensure client understanding of the purpose, process and boundaries of the counselling relationship.

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Offer a promise of confidentiality and explain the limits of duty of care.

For the purpose of advocacy, receive written permission from the client before divulging any information or contacting other parties.

Endeavour to make suitable referral where competent service can not be provided.

Undertake regular supervision and debriefing to develop skills, monitor performance and sustain professional accountability.

Be responsive to the needs of peers and provide a supportive environment for their professional development.

Not act as or practice legal council on behalf of or to a client when practicing as a counsellor or act as an agent for a client.

Not initiate, develop* or pursue a relationship be it sexual or nonsexual with past or current clients, within 2 years of the last counselling session.

Be responsible for your own updating and continued knowledge of theories, ethics and practices through journals, the association and other relevant bodies.

Be committed to the above code of ethics and recognise that procedures for withdrawal of membership will be implemented for breaches.

2. Code of Practice

Introduction

This code applies these values and ethical principles outlined above to more specific situations which may arise in the practice of counselling. No clause or section should be read in isolation from the rest of the Code.

2.1 Issues of Responsibility

2.1.1 The counsellor-client relationship is the foremost ethical concern. However, counselling does not exist in social isolation. Counsellors may need to consider other sources of ethical responsibility. The headings in this section are intended to draw attention to some of these.

2.1.2 Counsellors take responsibility for clinical/therapeutic decisions in their work with clients.

2.1.3 Responsibility to the client

Client Safety

2.1.3.1 Counsellors must take all reasonable steps to ensure that the client does not suffer physical, emotional or psychological harm during counselling sessions.

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2.1.3.2 Counsellors must not exploit their clients financially, sexually, emotionally, or in any other way. Suggesting or engaging in sexual activity with a client is unethical.

2.1.3.3 Counsellors must provide privacy for counselling sessions. The sessions should not be overheard, recorded or observed by anyone other than the counsellor without informed consent from the client. Normally any recording would be discussed as part of the contract. Care must be taken that sessions are not interrupted.

Client Self-determination

2.1.3.4 In counselling the balance of power is unequal and counsellors must take care not to abuse their power.

2.1.3.5 Counsellors do not normally act on behalf of their clients. If they do, it will be only at the express request of the client, or else in exceptional circumstances.

2.1.3.6 Counsellors do not normally give advice.

2.1.3.7 Counsellors have a responsibility to establish with clients at the outset of counselling the existence of any other therapeutic or helping relationships in which the client is involved and to consider whether counselling is appropriate. Counsellors should gain the client’s permission before conferring in any way with other professional workers.

Breaks and Endings

2.1.3.8 Counsellors work with clients to reach a recognised ending when clients have received the help they sought or when it is apparent that counselling is no longer helping or when clients wish to end.

2.1.3.9 External circumstances may lead to endings for other reasons which are not therapeutic. Counsellors must make arrangements for care to be taken of the immediate needs of clients in the event of any sudden and unforeseen endings by the counsellor or breaks to the counselling relationship.

2.1.3.10 Counsellors should take care to prepare their clients appropriately for any planned breaks from counselling. They should take any necessary steps to ensure the well being of their clients during such breaks.

2.1.4 Responsibility to other Counsellors

2.1.4.1 Counsellors must not conduct themselves in their counselling-related activities in ways which undermine public confidence either in their role as a counsellor or in the work of other counsellors.

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2.1.4.2 A counsellor who suspects misconduct by another counsellor which cannot be resolved or remedied after discussion with the counsellor concerned, should implement the Complaints Procedure, doing so without breaches of confidentiality other than those necessary for investigating the complaint.

2.1.5 Responsibility to Colleagues and Others

2.1.5.1 Counsellors are accountable for their services to colleagues, employers and funding bodies as appropriate. At the same time they must respect the privacy, needs and autonomy of the client as well as the contract of confidentiality agreed with the client.

2.1.5.2 No-one should be led to believe that a service is being offered by the counsellor which is not in fact being offered, as this may deprive the client of the offer of such a service elsewhere.

2.1.5.3 Counsellors must play a demonstrable part in exploring and resolving conflicts of interest between themselves and their employers or agencies, especially where this affects the ethical delivery of counselling to clients.

2.1.6 Responsibility to the Wider Community Law

2.1.6.1 Counsellors must take all reasonable steps to be aware of current law as it applies to their counselling practice.

2.1.7 Resolving Conflicts Between Ethical Priorities

2.1.7.1 Counsellors may find themselves caught between conflicting ethical principles, which could involve issues of public interest. In these circumstances, they are urged to consider the particular situation in which they find themselves and to discuss the situation with their counselling supervisor and/or other experienced counsellors. Even after conscientious consideration of the salient issues, some ethical dilemmas cannot be resolved easily or wholly satisfactorily.

2.2 Anti-Discriminatory Practice

Client Respect

2.2.1 Counsellors work with clients in ways that affirm both the common humanity and the uniqueness of each individual. They must be sensitive to the cultural context and worldview of the client, for instance whether the individual, family or the community is taken as central.

Client Autonomy

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2.2.2 Counsellors are responsible for working in ways that respect and promote the client’s ability to make decisions in the light of his/her own beliefs, values and context.

Counsellor Awareness

2.2.3 Counsellors are responsible for ensuring that any problems with mutual comprehension due to language, cultural differences or for any other reason are addressed at an early stage. The use of an interpreter needs to be carefully considered at the outset of counselling.

2.2.4 Counsellors have a responsibility to consider and address their own prejudices and stereotyping attitudes and behaviour and particularly to consider ways in which these may be affecting the counselling relationship and influencing their responses.

2.3 Confidentiality

2.3.1 Confidentiality is a means of providing the client with safety and privacy and thus protects client autonomy. For this reason any limitation of the degree of confidentiality is likely to diminish the effectiveness of counselling.

2.3.2 The counselling contract will include any agreement about the level and limits of confidentiality offered. This agreement can be reviewed and changed by negotiation between counsellor and client. Agreements about confidentiality continue after the client’s death unless there are overriding legal or ethical considerations.

2.3.3 Settings

2.3.3.1 Counsellors must ensure that they have taken all reasonable steps to inform the client of any limitations to confidentiality that arise within the setting of the counselling work, e.g. updating doctors in primary care, team case discussion in agencies. These are made explicit through clear contracting.

2.3.3.2 Many settings place additional specific limitations on confidentiality. Counsellors considering working in these settings must think about the impact of such limitations on their practice and decide whether or not to work in such settings.

2.3.4 Exceptional Circumstances

2.3.4.1 Exceptional circumstances may arise which give the counsellor good grounds for believing that serious harm may occur to the client or to other people. In such circumstances the client’s consent to change in the agreement about confidentiality should be sought whenever possible unless there are also good grounds for believing the client is no longer willing or able to take responsibility

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for his/her actions. Normally, the decision to break confidentiality should be discussed with the client and should be made only after consultation with the counselling supervisor of if he/she is not available, an experienced counsellor.

2.3.4.2 Any disclosure of confidential information should be restricted to relevant information, conveyed only to appropriate people and for appropriate reasons likely to alleviate the exceptional circumstances. The ethical considerations include achieving a balance between acting in the best interests of the client and the counsellor’s responsibilities to the wider community.

2.3.4.3 Counsellors hold different views about the grounds for breaking confidentiality, such as potential self-harm, suicide, and harm to others. Counsellors must consider their own views, as they will affect their practice and communicate them to clients and significant others e.g. supervisor, agency.

2.3.5 Management and Confidentiality

2.3.5.1 Counsellors should ensure that records of the client’s identity are kept separately from any case notes.

2.3.5.2 Arrangements must be made for the safe disposal of client records, especially in the event of the counsellor’s incapacity or death.

2.3.5.3 Care must be taken to ensure that personally identifiable information is not transmitted through overlapping networks of confidential relationships.

2.3.5.4 When case material is used for case studies, reports or publications the client’s informed consent must be obtained wherever possible and their identity must be effectively disguised.

2.3.5.5 Any discussion about their counselling work between the counsellor and others should be purposeful and not trivialising.

2.3.5.6 Counsellors must pay particular attention to protecting the identity of clients.

2.4 Contracts

2.4.1 Advertising and Public Statements

2.4.1.1 Counsellors who hold accredited qualifications and who are members of recognised bodies are encouraged to mention this.

2.4.1.2 All advertising and public statements should be accurate in every particular.

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2.4.1.3 Counsellors should not display an affiliation with an organisation in a manner which falsely implies sponsorship or validation by that organisation.

2.4.2 Pre-Counselling Information

2.4.2.1 Any publicity material and all written and oral information should reflect accurately the nature of the service on offer, and the relevant counselling training, qualifications and experience of the counsellor.

2.4.2.2 Counsellors should take all reasonable steps to honour undertakings made in their pre-counselling information.

2.4.3 Contracting with Clients

2.4.3.1 Counsellors are responsible for reaching agreement with their clients about the terms on which counselling is being offered, including availability, the degree of confidentiality offered, arrangements for the payment of any fees, cancelled appointments and other significant matters. The communication of essential terms and any negotiations should be concluded by having reached a clear agreement before the client incurs any commitment or liability of any kind.

2.4.3.2 The counsellor has a responsibility to ensure that the client is given a free choice whether or not to participate in counselling. Reasonable steps should be taken in the course of the counselling relationship to ensure that the client is given an opportunity to review the counselling.

2.4.3.3 Counsellors must avoid conflicts of interest wherever possible. Any conflicts of interest that do occur must be discussed in counselling supervision and where appropriate with the client.

2.4.3.4 Records of appointments should be kept and clients should be made aware of this. If records of counselling sessions are kept, clients should also be made aware of this. At the client’s request information should be given about access to these records, their availability to other people, and the degree of security with which they are kept.

2.4.3.5 Counsellors must be aware that computer-based records are subject to statutory regulations. It is the counsellor’s responsibility to be aware of any changes the government may introduce in the regulation concerning the client’s right of access to his/her records.

2.4.3.6 Counsellors are responsible for addressing any client dissatisfaction with the counselling.

2.5 Boundaries

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With Clients

2.5.1 Counsellors are responsible for setting and monitoring boundaries throughout the counselling sessions and will make explicit to clients that counselling is a formal and contracted relationship and nothing else.

2.5.2 The counselling relationship must not be concurrent with a supervisory or training relationship.

With Former Clients

2.5.3 Counsellors remain accountable for relationships with former clients and must exercise caution over entering into friendships, business relationships, training, supervising and other counselling relationships. Any changes in relationships must be discussed in counselling supervision. The decision about any change(s) in relationships with former clients should take into account whether the issues and power dynamics presented during the counselling relationship have been resolved.

2.5.4 Counsellors are prohibited from sexual activity with all current and former clients for a minimus of two years from cessation of counselling.

2.6 Competence

2.6.1 Counsellor Competence and Education

2.6.1.1 Counsellors must have achieved a level of competence before commencing counselling and must maintain continuing professional development as well as regular and ongoing supervision.

2.6.1.2 Counsellors must actively monitor their own competence through counselling supervision and be willing to consider any views expressed by their clients and by other counsellors.

2.6.1.3 Counsellors will monitor their functioning and will not counsel when their functioning is impaired by alcohol or drugs. In situations of personal or emotional difficulty, or illness, counsellors will monitor the point at which they are no longer competent to practice and take action accordingly.

2.6.1.4 Competence includes being able to recognise when it is appropriate to refer a client elsewhere.

2.6.1.5 Counsellors should take reasonable steps to seek out peer supervision to evaluate their efficiency as counsellors from time to time.

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2.6.1.6 Counsellors must recognise the need for continuing education in their chosen profession to maintain a professional level of awareness of current scientific and professional information and education in their particular fields of activity.

2.6.1.7 Counsellors should take steps to maintain their level of competence in the skills they use, be open to new procedures and keep up to date with all dangers that are relevant to their area of expertise.

2.6.1.8 Counsellors are responsible for ensuring that their relationships with clients are not unduly influenced by their own emotional needs.

2.6.1.9 Counsellors must consider the need for professional indemnity insurance and when appropriate take out and maintain adequate cover.

2.6.1.10 When uncertain as to whether a particular situation or course of action may be in violation of the Code of Ethics and Practice, counsellors must consult with their counselling supervisor and /or other experienced practitioners.

Definition: A client: a person or persons who agrees to be counselled or is being counselled by a person who has represented themselves to be a qualified counsellor, regardless of place, time or payment of fees.

Equal Opportunities Policy Statement

The ‘Australian Counselling Association’ (ACA) is committed to promoting Equality of Opportunity of access and participation for all its members in all of its structures and their workings. ACA has due regard for those groups of people with identifiable characteristics which can lead to visible and invisible barriers thus inhibiting their joining and full participation in ACA. Barriers can include age, colour, creed, culture, disability, education, ‘ethnicity’, gender, information, knowledge, mobility, money, nationality, race, religion, sexual orientation, social class and status.

The work of ACA aims to reflect this commitment in all areas including services to members, employer responsibilities, the recruitment of and working with volunteers, setting, assessing, monitoring and evaluating standards and the implementation of the complaints procedures. This is particularly important as ACA is the “Voice of Counselling” in Australia.

ACA will promote and encourage commitment to Equality of Opportunity by its members.

The Australian Counselling Association’s Code of Conduct was reprinted with the kind permission of:

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The Australian Counselling AssociationPh: 1300 784 333Email: [email protected]: www.theaca.net.au

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http://www.theaca.net.au/

mailto:[email protected]

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