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Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
Module 5 counselling to suit the client part c (prac guide)
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Module 5 counselling to suit the client part c (prac guide)

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  • 1. Module 5 Part C Practical Session:Using the Right Counselling TechniqueCHCCSL506AApply counselling therapies to address arange of client issues
  • 2. 2You will need Observation Checklistfrom TASK 7• This session will introduce you to some different therapieswhich you can practice together in class. These include:– Person Centered Therapy (PCT) –sometimes called ‘client-centeredtherapy)– Cognitive Behavioural Therapy (CBT)– Solution Focused– Psychoanalytic Therapy (using Life Line techniques)– Behaviour Therapy (BT)• Before you start… please read over TASK 7 in yourassessment booklet to review the observation checklistrequirements.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 3. 3Sign off… complete assessment…• Your trainer will be lookingfor evidence of yourcapacity during this practicesession so that they cansign you off.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 4. 4Time frames• In three hours – you will need to cover 5 types of therapieswhich will be explained to you. This will leave you 15 minutesstrictly to ‘taste’ a therapy both as a counsellor and as a client.• It will be important to practice your skills in more depth withother students outside of class time to really get to knowthese techniques.• If you can’t get to practice with other students, ask friends andfamily members to become ‘guinea pigs’. Make up scenarios.• If you miss the opportunity to work with these therapies inclass contact a CTA tutor for a skype assessment session.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 5. 5REVISE PERSON-CENTERED THERAPYPerson-Centered Therapy(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 6. 6Person-centered psychotherapy• Person-Centered Therapy(PCT), also known asClient-centered therapy orRogerian Psychotherapy,was developed by thehumanist psychologist CarlRogers in the 1940s and1950s.• It is one of the most widelyused models in mentalhealth and psychotherapy.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 7. 7Client-centered therapy• The basic elements ofRogerian therapy involveshowing congruence(genuineness), empathy,and unconditional positiveregard towards a client.• Based on these elementsthe therapist creates asupportive, non-judgmentalenvironment in which theclient is encouraged toreach their full potential. [1](c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 8. 8How it works…• PCT is used to help a person achievepersonal growth and/or come to termswith a specific event or problem.• PCT is based on the principle of talkingtherapy and is a non-directive approach.• The therapist encourages the patient toexpress their feelings and does notsuggest how the person might wish tochange, but by listening and thenmirroring back what the patient revealsto them, helps them to explore andunderstand their feelings for themselves.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 9. 9The client decides…• The client is then able todecide what kind ofchanges they would like tomake and can achievepersonal growth.• Although this technique hasbeen criticized by some forits lack of structure and setmethod, it has proved to bea hugely effective andpopular treatment.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 10. 10The 6 conditions for change1. Therapist-ClientPsychological Contact• A relationship betweenclient and therapist mustexist.• It must be a relationshipin which each personsperception of the other isimportant.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 11. 116 conditions cont.2. Client incongruence orVulnerability• That incongruence existsbetween the client’sexperience andawareness.• Furthermore, the client isvulnerable to anxietywhich motivates them tostay in the relationship.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 12. 126 conditions cont.3. Therapist congruenceor Genuineness• The therapist iscongruent within thetherapeutic relationship.• The therapist is deeplyhis or herself - they arenot “acting” - and theycan draw on their ownexperiences (self-disclosure) to facilitatethe relationship.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 13. 136 conditions cont.4. Therapist UnconditionalPositive Regard (UPR)• The therapist accepts theclient unconditionally,without judgment,disapproval or approval.• This facilitates increasedself-regard in the client,as they can begin tobecome aware ofexperiences in which theirview of self-worth wasdistorted by others.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 14. 146 conditions cont.5. Therapist Empathicunderstanding• The therapist experiences anempathic understanding ofthe client’s internal frame ofreference.• Accurate empathy on thepart of the therapist helps theclient believe the therapist’sunconditional love for them.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 15. 156 conditions cont.6. Client Perception• That the client perceives, toat least a minimal degree,the therapist’s UnconditionalPositive Regard andempathic understanding.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 16. 16Practice PCT• Divide into pairs.• Ask the other student, what current issues they might befacing that are causing them stress, confusion, hurt etc. (Itmay be that someone simply has to make a decision soon.)• Take 15 minutes to listen to the other person, ‘getting it’without offering advice, and practicing unconditional positiveregard for the other and using micro-skills to reflect on whatthey have said. For example you may use a lot of ‘minimalprompts’• When you both finish… you might like to write down what theexperience was like to have someone listen withoutmanipulating the conversation in any way!(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 17. 17REVIEW THE SLIDES ON COGNITIVETHERAPYAND COGNITIVE BEHAVIOURALCOUNSELLINGCognitive Therapy and Cognitive Behavioural Counselling(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 18. 18Humanistic counselling – Cognitive Therapy• In the 1950s, both Psychoanalytictheory and Behaviourism werechallenged by humanist thoughtas being too pessimistic abouthuman nature.• Humanism is a theoreticalorientation that emphasises theunique qualities of humans,especially their freedom and theirpotential for personal growth.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 19. 19CBT• Carl Rogers and AbrahamMaslow took an optimisticview of human nature.• They forged the basis ofCognitive Therapy, whichemphasises the importanceof thinking and changingour thinking in order toinfluence positive humanbehaviour.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 20. 20Cognitive Behavioural Counselling orTherapy (CBT)• Albert Ellis• ABC model• Change the way you think…change the way you feel andact…• Many counsellors use CBT… itis one of the most researchedtherapeutic interventions(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 21. 21A– activating event, B- resultant belief,C – emotional consequences(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 22. 22Practice CBT• Go back to your partner now and this time with the sameissue… look at the story in the light of the ABC the activatingevent…the belief and the resultant emotional consequence.Review the the ‘thoughts’.• Explain to them how thinking often impacts feelings andbehaviour… Explore a ‘reframe’/ imagine thinking somethingdifferent and see if you can assist them to commit to ‘thoughtstopping’ and changing thoughts in order to feel differentlyabout the situation.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 23. 23REVISE SOLUTION FOCUSED THERAPYSolution Focused Therapy(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 24. 24Solution focused therapy• Milton Erickson placedemphasis on turning perceiveddeficits into resources• ‘Amplify what is already working,look for times when the clienthas been successful in the pastand for times when the client hasused coping skills successfully’• St Luke’s Innovative Resourceswhich include the Strength andBear Cards series• www.stlukes.org.au or phone 0354401100(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 25. 25You can use one of two strategies for SolutionFocused Therapy• The Miracle Question is nota bad approach if thesituation is not toothreatening to the client.• If the situation is moresevere you can use the 5Column Approach(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 26. 26Use the miracle question…• If a miracle happened, what would the miracle be… whatwould it look like, feel like, what would it be like to be You ifthe miracle took place?• What would happen if you acted like the miracle had alreadytaken place?• What actions would you take?• How would you feel?• What would you do differently?• What would you be thinking?• Practice the miracle question with your partner with the sameissue.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 27. 27Encourage strengths• Together with the miracle question, look at strengths the otherperson has demonstrated in the past… what things are easyfor them?• Can they apply their strengths to this situation that they arefacing?• You may use the Strength Cards from St Luke’s InnovativeResources.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 28. 28The 5 Column ApproachEvent/story Strengths Apply thestrengthsPlan the nextstepsThe resultingstory1 3 4 5 2In this columnbriefly writedown theproblem beingfaced by theclient. Now goto the lastcolumn as thesecond step...Now writedown yourstrengths andabilities. Go to4 apply thestrengthsSee if youcan applythesestrengths tothe problemin a new way.Now go tostep 5 planthe stepsOnce you havecome up withsome ways toapply yourstrengths to theproblems in a newway, sequence thesteps that you willtake to makethings happendifferently. Nowreview theresulting storyagain.Write downwhat would bean ideal endingthat you wouldbe happy with.Go to step 3the Strengths(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 29. 29How does it feel?• Write down what this was like for you?(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 30. 30Psychoanalytic Therapy (using the Life Line)You have already had someexperience with the LifeLine in Module 3. Today youwill use this model in adifferent way as you onlyhave 15 minutes to dothis activity.Use a line to represent thespan of the person’s life.Put in the event that they arestruggling with on thetimeline.• Find the meaning andfeeling of the event to theperson and then ask for anyother events in their lifeprior to this that hasgenerated a similarresponse.• Record this on the Life Line.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 31. 31Psychoanalytic interventions…• Life Line technique… has its roots in psychoanalytic theoryand therapy… which says that the present is linked to ourpast.• By getting an understanding and perspective on ourchronology… we can better understand the moment we arein… and the path that we may move towards in the future.• After spending 15 minutes with each person being askedabout their life events and recording this… you may liketo write down how this type of therapy felt for you.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 32. 32REVISE BEHAVIOURISMBehaviourism(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 33. 33• B.F.Skinner• Watson• We are stimulus/responsecreatures… we movetowards reward and avoidpunishment• Thinking… is a nonsenseconcept(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13Behaviourism
  • 34. 34Behaviour therapy• Using the same issue again that the person has shared…look at ways of building in rewards for more positivebehaviours and ways of building in ‘punishments’ for negativebehaviours… together build a strategy for life change.• Take 15 minutes to design a program… to reprogrambehaviour for the other person… do this of course with theother person!• After this is completed… you might like to write downhow this felt as a therapy.(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 35. 35Discussion• What did you discover ineach of these therapyexperiences?• What was the mostenjoyable?• The most enlightening?• The most encouraging?• The most empowering?• The one that you felt wouldbring the greatest outcomesfor you?(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13

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