Level 2 Certificate in Counselling Skills STUDENT HANDBOOK. Course and all material created for JHD Counselling Services Ltd by Carol Harmston-Dean

Transcription

1 1 Level 2 Certificate in Counselling Skills STUDENT HANDBOOK Course and all material created for JHD Counselling Services Ltd by Carol Harmston-Dean

2 Level 2 Certificate in Counselling Skills Aims & Course Specification 2 Classroom Hours: 90 Course Requirements: Learners will need to have completed an Introduction to Counselling Skills Course to gain entry on to level 2. Access Age limit 19 Level 2 Students classed as Helpers The course is composed of 3 units: Unit 1 Using basic counselling skills within a safe and ethical environment 50 hours Unit 2 Introduction to Carl Rogers and the Person Centred Approach to Counselling 25 hours Unit 3 Developing self awareness 15 hours Assessment methods: Reflective Journal 800 words each one for every weekly session Peer observation skills practice Tutor observation skills practice Research Task 1,500 words Homework Assignments Skills Assessment 20 minutes role-play for each role Helper, Helpee and observer Tutorial

3 Tutors Tim McCreadie 3 Specialisms: Working with Bereavement Working with Depression Has an additional qualification in working with Depression Tutor for: Level 2 Certificate in Counselling Skills Biography: Tim uses an Integrative approach, which combines the three main traditional models of counselling to provide a safe, nonjudgmental, and confidential space for the client to explore any issues they may be experiencing. Identifying and drawing upon resources that sometimes you do not realise that you possess during those times when life seems to have more faith in your ability to cope than you have in yourself. Tim has trained and has experience in working with clients suffering from depression and anxiety and is also trained to work with survivors of childhood sexual abuse and how it manifests in adulthood. Tim also has a professional and personal interest in addiction; fully understanding sometimes these addictions can mask or help us cope with many of other life s testing situations and working with clients to help to put in place healthier coping strategies. Tim has had experience in a diverse variety of life s challenges and although this provides an empathic understanding, he realises each individual experiences situations differently and uniquely. Providing a rare opportunity in modern society to be heard in a safe non-judgmental space to speak the unspeakable and process thoughts, feelings, emotions and experiences. A member of the BACP, Tim ensures all his client work is compliant with the new ethical framework released by BACP in 2016.

4 Tutors Specialisms: Working with Bereavement Working with Children & Young People Qualified as a Teacher Tutor for: Internal Verifier for all Courses Supervises all Courses Carol Harmston-Dean 4 Biography: Carol Harmston-Dean began her working life as a secondary school teacher. Within two years at her first school, she was promoted to a Head of Year position and became accountable for the emotional/social welfare of 175 students, and the management of 6 form tutors. Over the next four years, Carol gained such a passion for this pastoral role that she decided to leave teaching full time to re-train as a psychotherapist. After 3 years of studying, Carol qualified as an integrative counsellor in During her training, she worked as a volunteer counsellor for Lincolnshire Women s Aid and Peterborough and Fenland MIND. Working for these two organisations provided experience of working with victims of domestic violence/abuse and adults coping with diagnosed mental health issues. Since 2007, Carol has been a self-employed counsellor working from home. Her clients have included children, adolescents, adults, couples and families covering a range of issues including: abuse, anger management, anxiety and depression, bereavement, grief and loss, low self-esteem, relationships, self-harm, sexuality and stress. Private practice work has included one-to-one counselling both face-to-face and over the telephone. In addition to private practice, Carol has worked with clients in different institutions and held the following roles: Senior counsellor at the College of West Anglia School counsellor at a number of secondary schools covering Lincolnshire and Cambridgeshire Guidance and Support Manager at The Manor School, Cambridge Service Manager for STARS Bereavement Support Services, Cambridge Counselling Tutor at The College of West Anglia, Huntingdonshire Regional College, Hills Road College and the JHD Counselling Training Centre Having managed a team of counsellors and external agencies at The Manor School, Carol decided to expand her private practice to become an organisation rather than a single counsellor. She has worked hard to build up a dedicated and loyal team of counsellors that are excellent practitioners and remains active in the training of Counsellors, both supervising all the courses and serving as the Internal Verifier.

5 Level 2 Certificate in Counselling Skills Aims & Course Specification 5 UNIT ONE: Learning Outcome: Criteria - Students will be able to: 1.1 Understand the importance of and the characteristics of contracting 1.2 Reflect on personal moral qualities and safe ethical practice 1.3 Demonstrate an understanding of commencing a helping relationship 1.4 Develop and explore an awareness of personal limitations 1.5 Show an understanding of the importance of selfcare 1.6 Demonstrate core counselling skills to begin, develop and maintain a helping interaction Using the core counselling skills within a safe and ethical environment To develop an ability to help using the core counselling skills within strict, ethical boundaries Assessment Indicative Content Approach / Type of Evidence Why contracting is important. What needs to be put in a contract Conducting a first intake session Research Task Environment/location 1,500 words Confidentiality Reasons for undertaking certificate in counselling Personal moral qualities for self Personal moral qualities as stated by NCS Ethical practice as stated by NCS Through skills practice demonstrate how to welcome a client and contract with them Limits to where helper is in terms of training Personal limitations Boundaries to helping Referring Local counselling organisations to refer to What helper does to care for self helpers support network Importance of taking care of self to be able to help others Understand and practice the skills of non-verbal communication, reflecting, paraphrasing, immediacy, self-disclosure, showing empathy, being non-judgemental, congruence, managing silence, clarifying and summarising Peer observation Tutor observation Research Task 1,500 words Homework tasks Peer observation Tutor observation 1.7 Demonstrate a helping interaction within a structured framework (beginning, middle and end) 1.8 Reflect on the importance of endings 1.9 Reflect on personal responses to endings Through skills assessment use the core counselling skills to demonstrate a 20 minute process between a helper and helpee How an individual helping interaction concludes How a counselling process concludes and the differences between short and long term counselling processes Explore significant endings and the emotions experienced in the past and present Explore how endings can be managed in the future Skills Assessment 20 minutes Roleplay for each role helper, helpee, observer

6 Level 2 Certificate in Counselling Skills Aims & Course Specification 6 UNIT TWO : Learning Outcome: Criteria - Students will be able to: Introduction to Carl Rogers and the Person Centred Approach to counselling To develop an ability to help using the three core conditions of empathy, congruence and unconditional positive regard Indicative Content Assessment Approach / Type of Evidence 2.1 Understand the meaning of empathy, congruence and unconditional positive regard Carl Rogers meaning of the 3 core conditions Difference between sympathy and empathy 2.2 Reflect on own responses to beliefs and values around issues of difference and diversity 2.3 Reflect on differences between helper and helpee which may affect the helping interaction Knowledge of self responses to beliefs and values where they come from Barriers to working within the 3 core conditions Explore prejudice, stereotyping and working with different beliefs and values Identify range of differences and diversity Barriers to helping who/what cannot help Homework tasks Homework tasks 2.4 Demonstrate empathic understanding within a helping interaction Through skills practice demonstration of empathic understanding rather than a sympathetic response Peer observation Tutor observation 2.5 Demonstrate nonjudgement within a helping interaction Through skills practice illustration of holding a helpees belief/value and putting aside personal belief/value Peer observation Tutor observation 2.6 Demonstrate congruence within a helping interaction Through skills practice illustration of being honest and true Peer observation Tutor observation 2.7 Reflect on the difficulties of demonstrating the 3 core conditions within a helping interaction Explore difficulties of showing the 3 core conditions Possible conflicts between one or more of the 3 core conditions Peer observation

7 Level 2 Certificate in Counselling Skills Aims & Course Specification 7 UNIT THREE: Developing Self-Awareness Learning Outcome: To build up self-awareness Criteria - Students will be able to: Indicative Content Assessment Approach / Type of Evidence 3.1 Develop a greater sense of self Johari Window Maslow Hierarchy of Needs How I relate to others Homework tasks 3.2 Develop an understanding of personality and history and how it has shaped the present Explore Personality, Childhood, Parents, School, Friends, Relationships Homework tasks 3.3 Demonstrate leaving own reactions aside to focus on the helpee Managing helpees issues without losing self Identify and practice appropriate responses during helping interaction Remaining focussed and with helpee Peer observation Tutor observation 3.4 Develop awareness of self during helper role What issues may I collude with Importance of managing self and personal issues when helping others 3.5 Demonstrate how greater self awareness enhances the role of the helper Managing helpees issues without losing self Identify and practice appropriate responses during helping interaction (This indicative content is the same as for is this correct?) Peer observation Tutor observation

8 Learner Record 8 UNIT ONE: Learning Outcome: Criteria - Students will be able to: 1.1 Understand the importance of and the characteristics of contracting 1.2 Reflect on personal moral qualities and safe ethical practice 1.3 Demonstrate an understanding of commencing a helping relationship 1.4 Develop and explore an awareness of personal limitations 1.5 Show an understanding of the importance of self-care 1.6 Demonstrate core counselling skills to begin, develop and maintain a helping interaction 1.7 Demonstrate a helping interaction within a structured framework (beginning, middle and end) 1.8 Reflect on the importance of endings 1.9 Reflect on personal responses to endings Using the core counselling skills within a safe and ethical environment To develop an ability to help using the core counselling skills within strict, ethical boundaries Assessment Indicative Content Approach / Type of Evidence Why contracting is important. What needs to be put in a contract Conducting a first intake session Environment/location Confidentiality Reasons for undertaking certificate in counselling Personal moral qualities for self Personal moral qualities as stated by NCS Ethical practice as stated by NCS Through skills practice demonstrate how to welcome a client and contract with them Limits to where helper is in terms of training Personal limitations Boundaries to helping Referring Local counselling organisations to refer to What helper does to care for self helpers support network Importance of taking care of self to be able to help others Understand and practice the skills of nonverbal communication, reflecting, paraphrasing, immediacy, self-disclosure, showing empathy, being nonjudgemental, congruence, managing silence, clarifying and summarising Through skills assessment use the core counselling skills to demonstrate a 20 minute process between a helper and helpee How an individual helping interaction concludes How a counselling process concludes and the differences between short and long term counselling processes Explore significant endings and the emotions experienced in the past and present Explore how endings can be managed in the future Portfolio Reference

9 Learner Record 9 UNIT TWO : Learning Outcome: Criteria - Students will be able to: 2.1 Understand the meaning of empathy, congruence and unconditional positive regard 2.2 Reflect on own responses to beliefs and values around issues of difference and diversity 2.3 Reflect on differences between helper and helpee which may affect the helping interaction 2.4 Demonstrate empathic understanding within a helping interaction Introduction to Carl Rogers and the Person Centred Approach to counselling To develop an ability to help using the three core conditions of empathy, congruence and unconditional positive regard Assessment Approach / Indicative Content Type of Evidence Carl Rogers meaning of the 3 core conditions Difference between sympathy and empathy Knowledge of self responses to beliefs and values where they come from Barriers to working within the 3 core conditions Explore prejudice, stereotyping and working with different beliefs and values Identify range of differences and diversity Barriers to helping who/what cannot help Through skills practice demonstration of empathic understanding rather than a sympathetic response Portfolio Reference 2.5 Demonstrate nonjudgement within a helping interaction Through skills practice illustration of holding a helpees belief/value and putting aside personal belief/value 2.6 Demonstrate congruence within a helping interaction Through skills practice illustration of being honest and true 2.7 Reflect on the difficulties of demonstrating the 3 core conditions within a helping interaction Explore difficulties of showing the 3 core conditions Possible conflicts between one or more of the 3 core conditions

10 Learner Record 1 0 UNIT THREE: Developing Self-Awareness Learning Outcome: To build up self-awareness Criteria - Students will be able to: Indicative Content Assessment Approach / Type of Evidence Portfolio Reference 3.1 Develop a greater sense of self Johari Window Maslow Hierarchy of Needs How I relate to others 3.2 Develop an understanding of personality and history and how it has shaped the present Explore Personality, Childhood, Parents, School, Friends, Relationships 3.3 Demonstrate leaving own reactions aside to focus on the helpee Managing helpees issues without losing self Identify and practice appropriate responses during helping interaction Remaining focussed and with helpee 3.4 Develop awareness of self during helper role What issues may I collude with Importance of managing self and personal issues when helping others 3.5 Demonstrate how greater self awareness enhances the role of the helper Managing helpees issues without losing self Identify and practice appropriate responses during helping interaction (This indicative content is the same as for is this correct?)

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