level 4 diploma in counselling practice · risk management ... nature and process of therapeutic...

Coalisland 2015

Level 4 Diploma in

Counselling Practice

1

Contents:

This qualification is comprised of four modules in total, normally taken over two academic years.

Module 1: Counselling Practicum…………………………………………………………………...……P.2

- Reading Lists………………………………………………………………………………………..P.3

- Learning Outcomes & Assessment Criteria……………………………………………………..P.4

- Assessment Requirements……………………………...………………………………………....P.4

Module 2: Embarking on Practice…………………….…………………………………………..………P.5

- Reading Lists……………………………………………………………………………………..…P.6

- Learning Outcomes & Assessment Criteria…………………………………………………..…P.7

- Assessment Requirements…………………………………………………………………….......P.8

Module 3: Certificate in Cognitive-Behavioural Theory………………………………………..…..…P.9

- Reading Lists………………………………………………………………………………....……P.10

- Learning Outcomes & Assessment Criteria……………………………………………………P.11

- Assessment Requirements……………………………………………………………………….P.12

Module 4: Approaches to working with Trauma……………………………………………………...P.13

- Reading Lists………………………………………………………………………………………P.14

- Learning Outcomes & Assessment Criteria……………………………………………………P.15

- Assessment Requirements……………………………………………………………………….P.15

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Level 4 Unit 10: L4-U10

Title: Counselling Practicum

The aim of this unit is to record and evaluate 50 hours of the candidate’s counselling practice in a

supervised placement, working within an Ethical Framework and demonstrating the use of

appropriate counselling supervision.

Indicative Subject Content

The difference between a legal and an ethical requirement

Ethical decision making

Determining responsibility

Researching relevant guidelines

Identifying and taking best course of action

Evaluation

Counselling, confidentiality and the law

Contracts

Duty of care

Liability

Risk management

Access to Records

Working in a multidisciplinary team

Effective use of counselling supervision

Identify the model of supervision being used

Decide about issues to take supervision

Identify the learning gained from supervision

Evaluate the subsequent impact on their client work

Develop self-awareness as a counselling practitioner

Examine the underlying values and assumptions they are taking into their client work

Consider and discuss the power they potentially wield as counsellors

Begin to make use of their own reactions and responses to clients in choosing interventions

Understand the importance of self-care

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Reading list

1. Required reading

Bond, T. (2009) Standards and Ethics for Counselling in Action (3rd Ed) London, Sage Pubs, ISBN-10:

1412902398

Feltham, C and Horton, I (2012) The SAGE handbook of Counselling and Psychotherapy (3rd Edition)

London: Sage Pubs, Part IV ISBN: 9780857023261

Jenkins, P. (2002) Legal Issues in Counselling & Psychotherapy London, Sage Pubs.ISBN-10:

0761954813

2. Recommended reading

BACP Information Sheets:

G1 Access to Records of Counselling and Psychotherapy

G2 Breaches in Confidentiality

P4 Guidance for Ethical Decision Making

T3 Guidance for Trainee Placements

Mitchel’s, B. and Bond, T. (2010) Essential Law for Counsellors and Psychotherapists, London, Sage

PubsISBN-10: 1848608861

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Unit L4-U10: Counselling practicum: Level 4

Assessment requirements:

1. Supervisor’s report that evidences a counselling placement of at least 50 hours.

2. Externally-assessed Study of Supervised Practice of 3000 words.

Title Counselling practicum

Level 4

Credit value 15

Learning outcomes Assessment criteria

The learner will be able to: The learner can:

1. Understand working within legal and

ethical requirements as a counselling

practitioner

1.1 Demonstrate knowledge and

understanding of a professional ethical

framework and its application to

counselling practice

1.2 Respond effectively to complex client

issues and ethical dilemmas

1.3 Describe the key professional issues

arising in the counselling placement

2. Understand the effective use of

counselling supervision

1.1 Demonstrate knowledge and

understanding of a professional ethical

framework and its application to

counselling practice

1.2 Respond effectively to complex client

issues and ethical dilemmas

1.3 Describe the key professional issues

arising in the counselling placement

3. Develop self-awareness as a counselling

practitioner

3.1 Evaluate how developing self-awareness

can contribute to the effectiveness of the

therapeutic relationship and process

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Title: Embarking on Practice


This unit should be taught from a single core theoretical model i.e.. Psychodynamic, Humanistic or

Cognitive-behavioural. The content should consider how the core model views the person; the

implications for the self; practice of working within the model; and, the practical use of the core

model with clients and in a variety of settings.

The philosophy of the core model

Theorists associated with the core model

History (social and cultural) relevant to the more model

Key concepts

Beliefs about the nature of the person inherent in the model

Self in relation to the model

Effects on practice

Limitations for both client and counsellor

Working ethically

Structuring the work

Skills specific to the Core Model

Working with a ‘contract’

Supervision in the core model

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Reading list

10-15 readily accessible texts (current editions), no journals.

1. Required reading (3-4 texts only)

Bond, T (2009) Standards and Ethics for Counselling in Action (3rd Edition). .London: Sage.

Joseph, S (2010) Theories of Counselling and Psychotherapy: an introduction to the different approaches.

Basingstoke: Palgrave Macmillan.

Relevant texts from

Howard, S (2009)Skills in Psychodynamic Counselling and Psychotherapy.London: Sage.

Jacobs, M (2010)Psychodynamic Counselling in Action (4th edition).London: Sage.

McLoughlin,B (1995) Developing Psychodynamic Counselling. London: Sage.

Mearns, D (2002) Developing Person-Centred Counselling (2nd Edition)London: Sage.

Mearns,D; Thorne,B and McLeodJ (2013) Person-Centred Counselling in Action (4th Edition). London:

Sage.

Scott, M J; Stradling SG and Dryden, W (1995) Developing Cognitive-Behavioural Counselling. London:

Sage.

Tolan, J (2012) Skills in Person-Centred Counselling & Psychotherapy (2nd Edition).London: Sage.

Trower,.P; Jones,J; Dryden, W and Casey, A (2011) Cognitive Behavioural Counselling in Action (2nd

Edition). London: Sage.

Wills, F (2008) Skills in Cognitive Behaviour Counselling & Psychotherapy. London: Sage


Hawkins P and Shohet R (2007) Supervision in the Helping Professions (3rd Edition).

Buckingham: Open University Press.

Howe D (1993) On Being a Client: Understanding the Process of Counselling and Psychotherapy. London:

Sage Publications.

Kahn M (1997) Between Therapist and Client: the new relationship, New York: W H Freeman.

Wosket V (1999) The Therapeutic Use of Self: counselling practice, research and supervision. London:

Routledge.

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Unit L4-U9: Embarking on practice: Level 4

Unit Title Embarking on practice

Level 4

Credit value 9



1. Understand key concepts of the chosen

core theoretical model

1.1 Summarise the key concepts of the core

theoretical model

1.2 Evaluate the key interventions of the


1.3 Develop self-awareness in relation to the


2. Understand the strengths and limitations

of the chosen core theoretical model

2.1 Summarise the key strengths and

limitations of the core theoretical model

3. Understand the process and practice of

counselling within the core theoretical

model

3.1 Evaluate the skills required to establish

the counselling relationship within the core

theoretical model

3.2 Evaluate the skills required for developing

and sustaining the counselling relationship

within the core theoretical model

3.3 Evaluate the skills required for

reviewing and concluding the counselling

relationship within the core theoretical

model

4. Understand the importance of

supervision in counselling practice

4.1 Analyse how supervision helps to monitor,

support and challenge ethical practice

4.2 Explain the key benefits of the

supervisor-supervisee relationship

4.3 Evaluate the contribution of supervision

to the client-counsellor relationship

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1. Supervisor’s report that evidences a counselling placement of at least 50 hours.

2. Internally-assessed journal

3. Externally-assessed exam paper

This unit is intended to provide students with a solid theoretical background in one of the three

major schools of counselling: humanistic, psychodynamic or cognitive-behavioural. This

theoretical knowledge will support students as they begin client work.

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Title: Certificate in Cognitive-Behavioural Theory


Theoretical development content:

Pavlov and Classical Conditioning

John Watson and phobias

Wolpe and systematic desensitisation

Skinner and behaviour therapy

Ellis and REBT

Beck and cognitive therapy

Subject and process content:

Cognition as the primary determinant

The ABC model

Automatic thoughts

The acquisition of schemas

Irrational beliefs; cognitive distortion

The maintenance of irrational thinking

The modification of irrational thinking and schemas; rational thinking

The nature of the counselling relationship

Learned behaviour; conditioning; Reinforcement

Behaviour modification

Assessment

Structured sessions

Goal-setting; targets; homework; tasks; graded exposure; scheduling

Experiments

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Reading list

1. Required reading (3-4 texts only)

Neenan, M., & Dryden, W. (2010).Cognitive Therapy in a Nutshell.London: SAGE.

Nelson-Jones, R. (2010). Theory and practice of Counselling and Therapy.London: SAGE.

Trower, P., Casey, A.,& Dryden, W. (2011)Cognitive-Behavioural Counselling in action.London: SAGE.

Westbrook, D.,Kennerley, H.,& Kirk, J. (2011).An introduction to Cognitive Behaviour therapy; Skills

and application.London: SAGE.


Beck, A. T. (1991).Cognitive Therapy and the emotional disorders. London: Penguin.

Corey, G,(2013).Theory and Practice of Counseling and Psychotherapy (9th ed.).Belmont. California:

Brooks/Cole.

Egan, G. (2013).The Skilled Helper(10th ed.). Belmont, California: Brooks/Cole.

McLeod, J. (2013).An Introduction to Counselling (5th ed.).Maidenhead, Berkshire: Open University

Press.

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Unit L4-U13: Cognitive-behavioural theory: Level 4

Unit Title Cognitive-behavioural theory

Level 4

Credit value 15



1. Understand the key concepts of a

cognitive-behavioural approach to

counselling

1.1 Evaluate the key theoretical concepts of

a cognitive-behavioural approach to the

nature and development of human beings



development and perpetuation of

psychological problems



nature and process of therapeutic change

1.4 Review and clarify the contribution of

three key theorists to a cognitive-

behavioural approach to counselling

2. Understand the strengths and limitations

of a cognitive-behavioural approach to

counselling

2.1 Analyse the strengths and limitations of

a cognitive-behavioural approach to

counselling

2.2 Critically evaluate the historical

development of a cognitive-behavioural

approach to counselling

3. Understand the contribution of a

cognitive-behavioural approach to

therapeutic practice

3.1 Review and evaluate how a cognitive-

behavioural approach to counselling seeks to

establish the counselling relationship and

process


behavioural approach to counselling seeks

to develop and sustain the counselling

relationship and process

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behavioural approach to counselling seeks

to conclude the counselling relationship and

process

3.4 Explain how a cognitive-behavioural

approach to counselling seeks to assess the

efficacy of counselling casework

Assessment requirements

Internally-assessed discussion paper of 4500-5000 words

This unit will provide candidates with an overview of the key concepts of cognitive-behavioural

theory and allow them to explore the particular opportunities and challenges of working with

clients in this model. This unit aims to enable candidates to develop a theoretical and practical

understanding of a cognitive-behavioural approach.

13


Title: Approaches to working with Trauma.

Indicative subject content

Theoretical background, to include:

History of trauma, to include the inclusion of PTSD into DSM manuals, and current

definitions in DSM 5. Historical aspects also to focus on theory of Critical Incident

Debriefing and current opinions in the field.

Biological aspects of trauma, to include fight or flight responses, knowledge of neurological

aspects of trauma.

Potential and/or likely emotional, behavioural, physical and cognitive responses to trauma.

Definitions of trauma, knowledge of the difference between Post traumatic stress and Post

traumatic stress disorder.

Broad knowledge of therapeutic approaches to counselling clients with trauma. Overview of

Humanistic, Cognitive Behavioural and/or Psychodynamic approaches and belief systems in

relation to trauma as a presenting issue.

In depth knowledge of chosen theoretical approach and position in relation to counselling

clients with trauma.

Acknowledgment of alternative theoretical approaches including EMDR, NLP

Application of Counselling Skills:

Consideration should be given to ensure that health and safety issues of both client and

counsellor when working with trauma. Specific focus should be placed on potential risks

arising from this presenting issue and contracting should be discussed and present during

skills practice.

Appropriate and effective skills when working with clients with trauma

Appropriate skills to develop a working alliance

Appropriate skills for building and maintaining the counselling relationship.

Knowledge of appropriate endings for clients with this presenting issue.

Knowledge of appropriate system for client referral and the potential dynamics surrounding

this event

Other areas of inclusion:

Consideration of self-care in relation to potential work in this area, to include information around

vicarious trauma for the counsellor.

Encouraging development of self-awareness in relation to trauma and individual growth.

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1. Recommended Reading list

Cozolino, L. (2002) The Neuroscience of Psychotherapy. New York. London: Norton.

DSM 5

Hunt.N.C &McHale. (2010) Understanding Traumatic Stress. London: Sheldon Press

Scott.M.J &Stradling.S.G. (2006) Counselling for Post-Traumatic Stress Disorder. 3rd Ed. : Sage

Spiers.T. (Ed) (2001) Trauma: A Practionners Guide to Counselling. New York. East Sussex: Routledge.

Tolan, J & Wilkins P. (2012) Client issues in Counselling and Psychotherapy. London. Thousand Oaks.

New Delhi: Sage


Joseph, S. (2011) What Doesn’t Kill Us: The new psychology of posttraumatic growth. New York: Piatkus.

Joseph, S. &Worsley, R (Eds) (2005) Person Centred Psychopathology: A positivePsychology of Mental

Health.Ross on Wye: PCCS Books Ltd.

Sanderson, C. (2013) Counselling skills for working with trauma.London.Philladelphia: Jessica

Kingsley Press.

Scott, M.J. (2013) CBT for Common Trauma Responses.London. ThousandOaks. NewDelhi: Sage.

Skovholt, M. & Trotter Matthison, M.The Resilient Practionner: Burn out and Self-care strategies for

Counsellors, Therapists, Teachers, and Health Professionals. 2nd Ed. New York. East Sussex: Routledge.

15

Unit L4-U17: Approaches to working with trauma: Level 4

Unit Title Approaches to working with trauma

Level 4 Credit value 15



1. Understand the features of trauma.

1.1 Clarify the term trauma

1.2 Distinguish between the different types

of traumatic disorders

1.3 Demonstrate familiarity with diagnostic

criteria for traumatic disorders

2. Understand the context of counselling

people with trauma.

2.1 Illustrate the appropriate use and

application of counselling skills for people

experiencing trauma

2.2 Assess the appropriate use and

application of counselling for people

experiencing trauma

3. Understand ethical practice when

working with people who are experiencing

trauma

3.1 Review key challenges to ethical practice

when working with people with trauma

4. Understand risk management in a

counselling interaction

4.1 Assess potential key risks to counsellor

and client

5. Develop an awareness of self in relation to

others

5.1 Identify ways in which self-awareness

has developed throughout this specialist

unit


Internally-assessed journal of up to 800 words per session.

This unit will introduce candidates to the application of counselling skills in this special area of

practice and enable the practice of newly acquired skills. The unit will enable candidates to

develop a theoretical and practical understanding of working in this specialised context.

level 4 diploma in counselling practice · risk management ... nature and process of therapeutic...

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