2. SESSION OBJECTIVES
Define the module content
Identify the assessment for the module
Establish our working agreement
Identify 4 key approaches to Counselling
3. PROGRAMME FOR THE DAY
9.15 – 10 . 15
Module Content, timetable and Assessment
Establishing our working partnership
10.15 – 10.45
What we already know and what we think we know about CTA
10.45 – 11. 15 Break
11.15 – 11.30 – Why Theory Matters.
11.30 – 1pm –Counselling Theory and Approaches – the Big 4
4. WORKING AGREEMENT
Why is this important in this training context?
What needs to be included?
Respect each other’s rights to their opinions/views
Adopt a non-judgemental approach
Share if/when you feel safe to do so
Positive/supportive learning environment
Engage fully in learning activities
Confidentiality (within the boundaries discussed at time of contract ) anonymity
Embracing diversity
Mobiles – on desks if necessary
Punctuality – arrive to start on time (breaks etc)
Listening – giving space/not interrupting
Taking responsibility for the contract
Behave assertively/positively
Respond respectfully
How can we challenge when we feel that the contract has not been adhered to?
5. MODULE LEARNING OUTCOMES
By the end of this module you should be able to:
1. Demonstrate an understanding of key counselling approaches
2. Analyse the core conditions of a person-centred approach in
counselling practice
3. Demonstrate an understanding of the nature of the therapeutic
alliance in counselling
4. Reflect on the concept of integration in counselling practice
6. KEY CONCEPTS COVERED IN THIS
MODULE
An Integrative Approach to Counselling
Person centred theory
Core Conditions
The Therapeutic Alliance
Which you will then be putting into practice in Counselling and
Interpersonal Skills 1
7. ASSIGNMENT
Students will apply knowledge and insight gained by:
1. Undertaking a written assignment which will demonstrate their
understanding of the aims of counselling and the nature of the
therapeutic alliance. It will enable students to analyse the features of
an integrative approach to the work, including the principles of a
person centred approach. (2500 words)
2. Writing a critical reflection on their personal response to adhering
to the core conditions of empathy, congruence and unconditional
positive regard, and recommendations for their own development in
relation to practice. (1500 words)
8. CRITERION 100-80
Excellent
79-70
Very good
69-60
Good
59-50
Sound
49-40
Satisfactory
39-20
Fail
19-0
Fail
Coherence
and
organisation
of
assignment
Strong logical
organisation
and coherence
enhances
fulfilment of
the assignment
objectives.
Demonstrates
logical
organisation and
coherence.
Demonstrates
sound, thoughtful
organisation.
Demonstrates
generally sound,
conventional
organisation.
Shows limited
organisation.
Poorly presented and
structured but
partially
understandable.
Disorganised
and/or
incoherent.
Clarity of
expression
(incl.
accuracy,
spelling,
grammar,
punctuation
Fluent writing
style
appropriate to
the
assignment.
Grammar and
spelling
accurate.
Language
fluent. Grammar
and spelling
mainly accurate.
Language generally
fluent. Grammar and
spelling mainly
accurate.
Meaning clear, but
language not always
fluent. Grammar
and/or spelling
contain errors.
Generally
understandable, but
language contains
errors which detract
from the argument.
Meaning often
unclear and/or
frequent errors in
grammar and/or
spelling.
Meaning unclear.
Poor spelling,
grammar and
punctuation.
Referencing Sources used
are
acknowledged
in the text and
reference list
and used
effectively to
support
discussion.
Referencing
follows a
systematic
approach,
appropriate to
the discipline.
Sources used are
acknowledged in
the text and
reference list
and used to
support
discussion.
Referencing
follows a
systematic
approach,
appropriate to
the discipline.
All elements of
individual
Sources used are
acknowledged in the
text and reference
list. Referencing
follows a systematic
approach,
appropriate to the
discipline. Entries in
the
bibliography/referen
ce list are accurate/
appropriate.
Attempts to follow
systematic approach
to the citation of
sources, appropriate
to the discipline.
Entries in the
bibliography/referen
ce list are generally
accurate/
appropriate.
Some attempt to cite
sources in the text
but contains
inaccuracies,
inconsistencies
and/or omissions.
Integration between
text and reference
list is inconsistent.
Entries in the
bibliography/referen
ce list contain some
errors.
Citations of sources
in the text are
inconsistent,
inaccurate and/or
incomplete. Entries
in the
bibliography/referen
ce list are
incomplete and/or
absent.
Little or no
acknowledgemen
t of sources of
information in
text and/or
reference list.
9. Addressin
g the
question(
s)
Addresses the
purpose of the
question(s) in
depth and with
some creativity.
Addresses the
purpose of the
question(s)
clearly and
comprehensively.
Addresses the
purpose of the
question(s) clearly.
Makes a sound
attempt at addressing
the question(s).
Makes an adequate
attempt at addressing
the question(s), but
with some digression.
Some knowledge
displayed but not
clearly linked to the
question(s).
Does not address
the question(s).
Use of
literature
/
evidence
of
reading
Evidence of
broad and/or
in-depth
independent
reading from
appropriate
sources. Clear,
accurate,
systematic
application of
material, with
effective critical
appraisal.
Evidence of
independent
reading from a
fairly wide range
of appropriate
sources. Clear,
accurate,
systematic
application of
material. Shows
developing ability
to appraise
material critically.
Evidence of
independent reading
from a range of
appropriate sources.
Literature well
applied, and shows
some critical insight.
Evidence of some
independent reading
from appropriate
sources. Sound
application of
literature.
Evidence of reading
from appropriate
sources. Literature is
presented in a
descriptive way.
Very limited evidence
of reading and/or
inappropriate sources
used and/or
engagement with the
literature very
superficial
Little or no
relevant
engagement with
the literature.
10. Knowledge
and
application of
theory
Demonstrates a
detailed,
accurate,
systematic
theoretical
understanding.
Appropriately
selected
theoretical
knowledge
integrated into
the overall
assignment
task.
Shows a
systematic and
accurate
understanding of
key theories,
which are
consistently and
appropriately
applied within
the context of
the assignment
task.
Shows an accurate
understanding of key
theories, which are
appropriately applied
within the context of
the assignment task.
Sound descriptive
knowledge of key
theories with some
appropriate
application.
Selection of theory is
satisfactory but
application and/or
understanding
limited.
Knowledge of theory
inaccurate and/or
incomplete. Choice
of theory
inappropriate.
Application and/or
understanding very
limited.
Absence of
relevant
theoretical
content and/or
use of theory.
Critical
reasoning
Well developed,
theoretically /
conceptually
informed
critical thinking
is consistently
integrated into
the work.
Shows ability to
evaluate
theories /
concepts /
assumptions /
data.
Demonstrates
considerable
critical insight
and ability to
contrast
alternative
positions
through the use
of theory.
Demonstrates critical
insight and some
ability to contrast
alternative positions
through the use of
theory.
Demonstrates some
conventional critical
insight and
recognises alternative
positions.
Demonstrates limited
critical insight. Some
recognition of
alternative positions.
Critical thought /
analysis very limited
and / or incoherent.
No evidence of
critical thought.
11. BUILDING BLOCKS TOWARDS THE
ASSIGNMENT
Active Learning– Session
participation pre, post and
during face to face teaching
Module Content and Blackboard
resources
Academic Learning Development
is built into this module
Access the resources on library
web page
Be clear about the assignment
question and the marking rubric
Module Tutorials – Come
prepared !
Build your Glossary
Note Key Points relevant for
Assignment
12. READING
( E ) Claringbull, N. (2010) What is Counselling and Psychotherapy? Exeter: Learning Matters.
( R ) Cooper, M. and McLeod, J. (2010) Pluralistic Counselling and Psychotherapy. London: Sage.
( R ) Cooper, M., O’Hara, M., Schmid, P.F. and Wyatt, G. (2007) The Handbook of Person-Centred Psychotherapy and Counselling. Basingstoke: Palgrave Macmillan.
( E ) Egan, G. (2013) The skilled helper: a problem-management and opportunity-development approach to helping, (10th edn). Pacific Grove, CA: Brooks/Cole.
( E ) Evans, K. and Gilbert, M. (2005) Introduction to Integrative Psychotherapy. Basingstoke: Palgrave Macmillan.
( R ) Geldard, K. and Geldard, D. (2009) Relationship Counselling for Children Young People and Families. London: Sage.
( E ) Green, J. (2010) Creating the Therapeutic Relationship in Counselling and Psychotherapy. Exeter: Learning Matters.
( E ) Kennedy, E. and Charles, S. C. (2002) On Becoming a Counsellor: A Basic Guide for Non-Professional Counsellors, (3rd edn). Cheshire: Newleaf.
( R ) Lowndes, L. and Hanley, T. (2010) The challenge of becoming an integrative counsellor: The trainee’s perspective. Counselling and Psychotherapy Research,
10 (3) 163 – 172.
( E ) McLeod, J. (2004) The Counsellor’s Workbook: Developing a Personal Approach. Berkshire: Open University Press.
( E ) McLeod, J. (2009) An Introduction to Counselling, (4th edn). Buckingham: Open University Press.
( R ) Prever, M. (2010) Counselling and Supporting Children and Young People: A Person-Centred Approach. London: Sage.
( R ) Reid, H.L. and Westergaard, J. (2011) Effective Counselling with Young People. Exeter: Learning Matters.
E = Electronic Copies Available
13. WHAT TO READ AND WHEN ?
HOW DO YOU KNOW IF SOMETHING IS WORTH READING ?
Journals
British Journal of Guidance and Counselling
Counselling and Psychotherapy Research
Counselling & Psychotherapy Journal
Coaching: An International Journal of Theory, Research and Practice
International Journal of Psychoanalysis
International Journal of Art Therapy
Psychology and Psychotherapy: Theory, Research and Practice
Therapy Today
The Cognitive Behavioural Therapist
Websites
British Association of Counsellors and Psychotherapy -
http://www.bacp.co.uk
The Anna Freud Centre - http://www.annafreud.org/
The Royal College of Psychiatrists -
http://www.rcpsych.ac.uk/usefulresources.aspx
14. COUNSELLING THEORY…. HOW
MANY THEORIES/APPROACHES
HAVE YOU HEARD OF?
In small groups write down as many approaches as you can think of.
Part 1 : What do you know about them ?
Consider, where has this knowledge come from ?
Part 2: Who do you think might benefit from which approach ?
Again, consider why do you think that ?
17. WHY DOES THEORY MATTER ?
It is Integral to every aspect of the therapeutic process
– directly and indirectly informing Practice
It is the framework or map to understanding the client’s world; feelings,
behaviour and thoughts and to helping them navigate this.
Depending which ‘map’ you have will inform your understanding of the
landscape and your areas of focus and influence what direction you travel in
The type of approach you take also informs HOW you travel and the role you take
in the journey
Assessment of need and evidence based research should inform the approach
taken to meet individual need
The approach a practitioner takes will intrinsically also be informed by their
experience, knowledge and training
Can you see a potential hazard here ?
18. THEORETICAL APPROACHES
The majority of the mainstream approaches can be considered under
one of four primary ‘umbrella’ headings:
Psychodynamic approaches
Humanistic approaches
Cognitive-behavioural approaches
Integrative or pluralistic approaches.
19. APPROACHES IN PRACTICE
All main approaches outlined can be found in a variety of settings, including:
Health care settings, including primary and secondary care
Education settings and CAMHS
Social care settings
The third sector
Independent practice
The last few years has seen a particular emergence of CBT in health-care
settings, partly due to an abundance of quantitative research evidence (e.g.,
RCTs), and partly due to the commissioning of IAPT services for adults and
latterly for children and young people
Research evidence supports the use of all four
umbrella approaches with a range of different
client presentations.
20. AND NEXT WEEK…
We will be exploring the historical development of counselling and a brief introduction to
psychodynamic, cognitive behavioural and person-centred approaches.
Session Preparation:
Before you attend next week, please read:
Claringbull, N. (2010) What is Counselling and Psychotherapy? Exeter: Learning Matters.
Part 1: Where has counselling and Psychotherapy come from? Pp.1-12
This can be accessed electronically through library search:
https://www.dawsonera.com/readonline/9780857255648/startPage/10/1
