Grwp Llandrillo Menai
Level 4 Diploma in Therapeutic Counselling
Student Handbook
2015-2017
1
Contents
Section
Page
Introduction
3
About the college
3
Learning Support
4
The course team
5
Title of Qualification
5
Structure of the course
5
About the Awarding Body
6
Entry Requirements
6
Progression
6
Bilingual Assessment
6
Equality and diversity issues
6
Equal Opportunities
7
Tutor Support
7
Support for self and other learners
7
Clinical placement information and requirements (also see 7
placement handbook)
Supervision (also see placement handbook)
8
Study Entitlements and responsibility
8
About the course THE STRUCTURE
9
Entry to the second year
10
Complaints procedure
11
Unit Summary
12
Assessment Programme
19
Scheme of assessment (also see assignment handbook)
20
Appendix 1 CPCAP Service levels
22
Appendix 2 Recommended Reading
27
Appendix 3 Scheme of work
29
2
Introduction
You will possibly find that there are a number of differences between your last educational
experience and the methods involved in the Certificate in Counselling Studies course at Coleg
Llandrillo Cymru. Therefore, this handbook has been produced with the intention of
introducing you to the variety of procedures you will meet during the course.
Please use this handbook for reference throughout the duration of the course, not simply as
pre-course information.
Finally, if you have any questions, worries or complaints, please let your Course Tutor or one
of the course team know – they are there to ensure your time at Coleg Llandrillo is both
productive and enjoyable.
ABOUT THE COLLEGE
Coleg Llandrillo has a wide range of resources including library and study support facilities
which are open to the students on this course. Individual support is also available for students
returning to study, who may experience difficulties.
Students are encouraged to make the best use of the facilities available, and early on in the
course will be given guidance on use and location of the various resources.
All students will receive a copy of the College Diary for Students.
The diary provides information on:
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Services and Facilities
Leisure Services
College Policies and Procedures
Useful Telephone Numbers
Advice and Guidance
Whatever you are studying, our advice and guidance teams are here to help you get the best
out of your time at college.
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Impartial information about study options to help you make the right choice
Advice on financial support including scholarships and grants, the Education
Maintenance Allowance, Assembly Learning Grant
Support Funds and financial help for childcare
Advice from your Student Welfare Co-ordinator on a range of personal issues from
finding accommodation to counselling services
Careers guidance to help you plan for the future
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The Advice & Guidance Centre is located next to Reception in the main foyer. Call 01492 542
338/9 or email: [email protected]
Learning Support
Is a service for any student who feels they need extra help with any part of their College
work. Support can be one off, for a short period or last as long as your College programme.
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Libraries packed with books and journals
A Learning Centre where you can study and get help from qualified staff
IT Workshops with the latest technology and software, technical support and open
learning options
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Quiet study areas
Your own email account and access to the Internet
Where is it?
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Rhos-on-Sea Campus - In the Learning Centre, L Block
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Coleg Llandrillo Rhyl - upstairs in the Library
Coleg Llandrillo Denbigh - in room C, the Learning Centre
Coleg Llandrillo Abergele - in the Library
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What Does Learning Support Offer?
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Advice and information on access and specialist equipment
Loan of specialist equipment
Assessment for specific difficulties, for example, dyslexia
Update of previous reports/assessments
Help in asking for special exam arrangements
Help with mobility problems
Help with personal care needs
Extra support with reading, spelling, writing and maths and bilingual learning
The Learning Centre, Rhos-on-Sea Campus
The aim of the Learning Centre is to improve and enhance your learning experience at
College. It has a very friendly, relaxed atmosphere and the staff can provide one to one
support with:
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Mathematics
English
Key Skills
4
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Study Skills
Presentation Skills
Learning Resources available include:
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30 computers linked to the College network
CD-ROM packages
Internet & email access
Scanner & colour printer
Paper-based hand-outs covering a variety of topics
Bilingual Learning
If you think you might like help extra help with your studies, either let us know by ticking the
extra support boxes on the enrolment form or, if you’ve already started your course, speak
to your Personal Tutor.
The course team consists of the Course Coordinator and Course Tutors.
Course coordinator/tutors
Penni Neale
Sue Critchley
01492546666 ext 1407
01492546666 ext 1368
[email protected]
[email protected]
Title of Qualification
The qualification you will receive is a Level 4: Diploma in Therapeutic Counselling (TC-L4)
Structure of the course
The course is a two year course from 9.00am-4.00 pm (day to be arranged) There will be
weekly tutorial slots from 4.00-5.00pm. These will be group and individual tutorials and
students will be able to book individual sessions.
5
THE STRUCTURE OF DAY
09.00am-10.00am
10.15am -12.00am
12.00pm- 1.00pm
01.00pm- 03.00pm
03.00pm-04.00pm
04.00pm-05.00pm
Process group
Theory
Lunch break
Practice
Group Supervision
Personal Tutorials
About the Awarding Body
The Counselling and Psychotherapy Central Awarding Body (CPCAB) is a UK awarding body
that is managed by professional counsellors, trainers and supervisors. Now in their 15th year
of operation, they are the only awarding body in Europe to specialise in the field of
counselling.
Entry Requirements
Candidates must have acquired both CPCAB’s Level 2 Certificate in Counselling Skills (CSK-L2)
and CPCAB’s Level 3 Certificate in Counselling Studies (CST-L3), or their APL and/or APEL
equivalents.
Tutors can allow progression onto the first year of TC-L4 to candidates who have not yet
completed their assessment for CST-L3. However, such candidates must successfully complete
the assessment prior to entry into the 2nd year of TC-L4.
Progression for students
Successful candidates may progress onto CPCAB’s:
Level 5 Diploma in Psychotherapeutic Counselling (PC-L5)
Open University Foundation Degree in Counselling
MA in Therapeutic Counselling
Bilingual Assessment
Course resources are available bilingually and students are offered the option of completing
all assessment through the medium of Welsh. Please contact your course tutor for
information on bilingual resources/assessment.
Equality and diversity issues:
As with any counselling training issues around equality and diversity are of fundamental
importance and throughout the course students will be encouraged to bring their own rich
diversity to the course, they will be encouraged to share ideas and support each other in their
learning. The quality of the learning environment is essential to all students and the tutors
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will work hard to create and maintain an inclusive atmosphere which is a positive, experience
for the students studying on the course.
Tutors and students will need to be open to challenge, and be willing to challenge others who
may demonstrate behaviours, attitudes or language which appears to be abusive offensive,
unfair, or discriminatory,
Discrimination of any kind, whether based on age, disability, race, ethnic origin, religious
beliefs, gender, sexual orientation or any other grounds will not be tolerated.
Equal Opportunities
Coleg Llandrillo has an Equal Opportunity policy which can be found in your College
diary/website www.gllm.ac.uk
Tutor support
All students will be assigned a personal tutor and time will be allocated for both group and
individual tutorials. This time is to support you in your learning on the course and gives you
the opportunity to discuss any problems related to this. You will need to make sure that you
keep a record of the tutorials that you have received in your portfolio.
If during the course you find that you are experiencing difficulties that may affect your ability
to counsel others or are impacting on your learning, it is your responsibility to notify your
personal tutor so that appropriate action can be agreed between yourself and your tutor, and
support may be considered if possible.
Reasonable adjustments can be considered to help meet learner’s needs and an application
can be made to the CPCAB if any further adjustments need to be considered.
Support for self and other learners
It is a requirement of this course that you receive a minimum of 10 hours of individual therapy.
However, additional therapy may be required at times if students are feeling vulnerable or
experiencing emotional problems.
Although the group may be therapeutic in nature the counselling course is primarily a learning
group, and not a therapy group. Therefore, there may be times when you need to seek
personal therapy if you are experiencing difficulties.
Clinical placement information and requirements (See Placement Handbook for details of
requirements)
Students are required to undertake a minimum of 100 hours formally-contracted counselling
(one-to-one) with at least 5 different clients in an agency setting. The placement is usually
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one where the trainee is a volunteer. A named member of the agency staff needs to be named
as the person who will complete an agency report as this is a requirement to gain the award.
Supervision (See Placement Handbook for details of requirements)
Candidates require clinical supervision for their agency client work. In addition, candidates
require 30-50 hours group training supervision as part of the course. The supervisor will be
required to submit a supervisors report at regular intervals and a final report at the end of the
course.
Trainees should never be working with clients who have complex psychological needs (this is
service level C work)
For information about supervision requirements for both trainees and supervisors see the
Placement Handbook which will be issued to each trainee at the beginning of the course
(copies on Moodle)
Study Entitlements and Responsibilities
Entitlements
As students on this course, you are entitled to:
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A structured programme which meets the objectives of the course and provides
opportunities to achieve the Diploma in Therapeutic Counselling
A learning experience which provides quality of opportunity:
Workshops providing opportunities to receive and present information relating to the
programme content
Tutorials, where tutors provide individual guidance and receive feedback on course
assignments
Group activities
Clear assessment criteria for course assignment and the prompt return of work
Responsibilities
Your responsibilities are:
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Prompt and regular attendance at College for the duration of the course, with
absences notified to the Course Tutor at the earliest opportunity (a candidate is
required to attend a minimum of 80% of the course to gain the award)
To catch up on all work when the student has been absent
Submission of assignments and other coursework to agreed deadlines, and
negotiation with the tutor where this is not possible
Assignments and other coursework to be checked against criteria and be presented in
an accessible format
To prepare for each session and in particular take personal responsibility for your own:
o background reading
8
o
o
completion of agreed tasks
participating in group activity
About the course
This qualification is intended for candidates who want to train to become a counsellor
working in a counselling service agency. Successful completion of this course means that the
trainees will be able to provide a therapeutic counselling service within the context of an
agency's service framework.
Structure of the course
The course is a two year part time programme for 210 hours per year. The qualification has
seven units which are based on the seven processes in the CPCAB model. (See appendix 1)
The course consists of 7 mandatory units:
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Working ethically, safely and professionally as a counsellor (R/600/9346)
Working within a counselling relationship (T/600/9355)
Working with client diversity in counselling work (J/600/9358)
Working within a user-centred approach to counselling (F/600/9472)
Working with self-awareness in the counselling process (H/600/9478)
Working within a coherent framework of counselling theory and skills (K/ 600/9482)
Working self-reflectively as a counsellor (F/600/9486)
Each unit sets out a list of learning outcomes and assessment criteria (learning tasks) which
have to be met by the students and clear evidence of this has to be present in the portfolio
and Candidate Learning Record (CLR)
Candidates must give two pieces of evidence for each criterion and the CLR (when complete)
will need to have evidence from three types of course work e.g. documentation, tutor
observation and testimony These need to be present for each of the seven units above.
1. Documents – You must include: (blue)
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two self-reviews
a clinical supervision record
two assignments (such as an essay)
a client log (minimum of five different clients and 100 hours)
a weekly learning review(journal)
two case presentations
two case studies
A personal counselling record (minimum of 10 hours).
You might include (for example) (yellow)
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A review of your counselling skills session (video including verbatim transcripts)
A record of your personal development
2. Tutor observation – You must include: (green)
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Written tutor feedback on your counselling practice sessions (a minimum of
four tutor observation sheets) these need to be included in your portfolio and
two of these must be via audio or video recording.
You might include (for example)
Any written feedback from your tutor on your contribution to group work, discussions
and case presentations.
3. Testimony – You must include:
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A report from you counselling agency.
Records of peer feedback on their counselling practice session
A supervisor’s report
You might include (for example)
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Self and Peer feedback on case presentations and group discussions
Any feedback received from agency team members, college tutorial
records and client feedback and/or evaluation of your practice
All documentation must maintain client and Agency confidentiality at all times and
reference to any individual student by name.
Entry into second year:
Progression to the second year of the course is not always an automatic process and there
are times when students may withdraw from the course or be asked to defer entry onto the
second year. Progression will depend on the successful completion of year one, and may be
halted for learners where there is concern for the learners’ mental wellbeing, if the supervisor
or clinical placement report raises uncertainty to the suitability and competency of the
learner. Any concerns will be discussed with the student and time and support will be offered
to help solve any problems. Decisions will be made in conjunction with the IV and EV and the
CPCAB.
Complaints procedure
Our aim at Llandrillo is to provide you with a high quality standard of service in all aspects of
our provision. Most people who come to Llandrillo enjoy College life and do not experience
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any problems. However, we recognise that sometimes things can go wrong, and when it does
we would like to know about it so that we can put it right.
We are committed to taking prompt action to ensure we achieve our aim of providing a high
quality service. The aim of the Complaints Procedures is to give you a quick, but thorough
response that answers all of your concerns properly.
Stage One (Informal)
If you are a student here you may be able resolve your concern informally, by talking to your
Personal Tutor/ Course Co-ordinator. If you feel unable to discuss the matter with either of
the above then you may prefer to talk, in total confidence, to one of the following:
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Your Head of Programme/Team Leader
Your Curriculum Area Director
A Student Union representative
Staff in the Advice & Guidance Centre
Customer Service Co-ordinator
Stage Two (Formal)
If you feel that your concern has not been resolved at the informal stage you may make a
formal complaint in writing to the Customer Service Co-ordinator.
Cyd-drefnydd Gwasanaeth Cwsmer/Customer Service Co-ordinator
Mr Toby Prosser Governance Officer, Grŵp Llandrillo Menai, Coleg Llandrillo, Llandudno Road
Rhos- on- Sea LL28 4HZ
file:///H:/2016/L4%20YR%201/moodle/Complaints.pdf
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2. Unit summary: Unit 1
Qualification Number:
500/8088/X
Unit title:
Working ethically, safely and professionally as a
counsellor
Unit Reference Number:
R/600/9346
Level:
4
Guided Learning Hours
42
Credit value:
14
Learning
outcomes
(skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able to:
The learner can:
1. Work within an ethical and legal 1.1 Work within an ethical framework for counselling
framework
1.2 Demonstrate professional standards of conduct
1.3 Be able to maintain confidentiality in counselling
work
1.4
Comply with relevant legal requirements for
counselling
1.5 Explain the issues relating to the duty of care with
regard to the legislation on safeguarding children,
young people and vulnerable adults
2. Work within a counselling service 2.1 Work within the ethical, legal and procedural
organisation
framework in which a given agency operates
2.2 Use teamwork skills to work with others
2.3 Use professional skills to work with others
3. Use supervision to work within 3.1 Monitor limits of proficiency and fitness to practise
own limits of proficiency
3.2 Make suicidal risk assessments and work with
emergency situations.
3.3 Support referral where appropriate
3.4 Monitor own effectiveness and identify issues that
require personal work
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Unit 2 summary
Unit title:
Working within a counselling relationship
Unit Reference Number:
T/600/9355
Level:
4
Guided Learning Hours
84
Credit value:
22
Learning outcomes (skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able The learner can:
to:
1.Establish and sustain the 1.1 Explore the role of the counsellor in different settings and
boundaries of the counselling
services
relationship
1.2 Establish the boundaries of the counselling relationship
within specific agency settings
1.3 Sustain the boundaries of the counsellor role
1.4 Manage breaks and endings appropriately
2. Establish and develop the 2.1 Explain the nature and significance of the therapeutic
therapeutic relationship
relationship
2.2 Establish and develop the therapeutic relationship
2.3 Reflect on the nature and quality of the therapeutic
relationship throughout the counselling work
2.4 Use the therapeutic relationship to inform and enhance
the therapeutic process
2.5 Recognise and respond to difficulties and conflicts in the
therapeutic relationship
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Unit 3 summary
Unit title:
Working with client diversity in counselling work
Unit Reference Number:
J/600/9358
Level:
4
Guided Learning Hours
63
Credit value:
17
Learning
outcomes
(skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able to:
The learner can:
1. Understand and work with 1.1 Explore diversity issues between self and client during
diversity
the counselling relationship
1.2
Evaluate how an understanding of diversity can
enhance empathy
1.3
Demonstrate sensitivity to diversity issues with
individual clients
2. Challenge own issues, fears and 2.1 Explore and challenge own beliefs and values
prejudices
2.2 Explore and challenge own issues, fears and
prejudices concerning working with client diversity
3. Understand how diversity issues 3.1 Reflect on diversity issues which impact on clients
affect
client
access
to
accessing counselling within agency settings
counselling
3.2 Reflect on issues relating to working with a third party
present
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Unit 4 summary
Unit title:
Working within a user-centred approach to counselling
Unit Reference Number:
F/600/9472
Level:
4
Guided Learning Hours
42
Credit value:
11
Learning outcomes (skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able The learner can:
to:
1. Work within a user-centred 1.1
Enable clients to explore their attitudes to and
agreement
for
the
expectations of counselling within specific agency
counselling work
settings
1.2 Negotiate a shared agreement for the counselling work
1.3 Regularly review the working agreement with clients
2.
Maintain a user-centred 2.1 Enable the client to identify, prioritise and focus on their
focus
throughout
the
agenda
counselling work
2.2 Use regular reviews and clinical supervision to maintain
the focus on the client’s agenda throughout the
counselling work
2.3 Enable clients to explore their unspoken agendas
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Unit 5 summary
Unit title:
Working with self-awareness in the counselling process
Unit Reference Number:
H/600/9478
Level:
4
Guided Learning Hours
42
Credit value:
16
Learning
outcomes
(skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able to:
1.
The learner can:
Use counselling theory to 1.1 Explore the nature and structure of own self
understand own self
1.2 Explore own recent and formative personal history
1.3 Explore own patterns of relating
2. Work on personal issues that 2.1 Work on own emotional difficulties and internal
resonate with client work
conflicts that could impact on client work
2.2 Work on own recent and past life events that could
impact on client work
2.3 Work on own relationship difficulties that could impact
on client work
3. Use self awareness to enhance 3.1 Reflect on the importance of self awareness in
counselling work
counselling work
3.2 Use awareness of self during counselling sessions to
enhance the therapeutic process
3.3 Use clinical supervision to develop awareness of own
implicit processes
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Unit 6 summary
Unit title:
Working within a coherent framework of counselling theory
and skills
Unit Reference Number:
K/600/9482
Level:
4
Guided Learning Hours
126
Credit value:
30
Learning outcomes (skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able The learner can:
to:
1. Use a coherent framework of 1.1 Use theory of the self, personal history and relationships
theory and skills to inform
in client work
and enhance counselling
1.2 Use theory of therapeutic change to inform client work
work
1.3 Use research findings to enhance understanding of client
work
1.4 Use counselling skills and techniques associated with
own theoretical approach
2. Understand and work with 2.1 Understand and work with common life problems and
client problems at different
obstacles to well-being
service levels
2.2 Understand and work with common mental health
problems
2.3 Use clinical supervision to identify clients with severe
mental health problems and support the referral process
2.4 Reflect on different approaches to understanding mental
health
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Unit 7 summary
Unit title:
Working self-reflectively as a counsellor
Unit Reference Number:
F/600/9486
Level:
4
Guided Learning Hours
21
Credit value:
10
Learning
outcomes
(skills,
knowledge, understanding)
Assessment criteria (to assess learning outcome)
The learner will/will be able to:
The learner can:
1. Manage own development as a 1.1 Evaluate own progress, identify needs and plan
counsellor
learning
1.2
Assist other counselling trainees to identify their
progress and learning needs
2. Reflect on and evaluate own 2.1 Reflect on and evaluate the effectiveness of own
counselling work within agency
counselling work in agency settings
settings
2.2 Prepare for and use clinical supervision effectively
2.3 Investigate the use of evaluative tools in counselling
work
Candidates must be assessed as Proficient in all 7 learning outcomes of the mandatory unit
and must be assessed as Proficient in both internal and external assessment to achieve the
qualification.
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Candidates must give two pieces of evidence for each criterion. In addition the Candidate
Learning Record, when complete, must include references to all three assessment methods
(documents, tutor Candidates must be assessed as Proficient in all the learning outcomes of
the 7 mandatory units and must be assessed as Proficient in external assessment to achieve
the qualification.
Candidates must give two pieces of evidence for each criterion. In addition the Candidate
Learning Record, when complete, must include references to all three assessment methods
(documents, tutor observation and testimony).
NOTE: See Assessment Handbook for details of assignments.
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Scheme of Assessment
Assessment
Hand out date
Hand
in
date
/observation date
Type of evidence
Self-Review
10/9/15
08.10.15
Completed self-review
Mental Health
Presentation &
Assignment
10/9/15
24.03.16
Presentation notes & feedback
sheets
Assignment 1
10/9/15
24.03.16
05.05.16
10/9/15
08.12.16
31.04.16
Part 1
&
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Resource File
Research Task
Part 2
Assignment 2Theory
Learning
(continuous)
Assignment (2000 words)
The counselling relationship
review 10/9/15
Weekly
until 15.06.17
Reflective
journal
cross
referenced to the assessment
criteria and all front sheets
signed by tutor
Comprehensive written 10/9/15
Case Study 1
TBA
Case Study (2000 words)
Comprehensive written 10/9/15
Case Study 2
TBA
Self-Review 1
10/9/15
23..06.16
Review of learning
Self-Review 2
10/9/15
15.06.17
Review of learning
Client record (minimum 10/9/15
of five different clients
and 100 hours)
09.06.16&
08.06.17
Client Log signed by
supervisor
Verbal Case presentation 10/9/15
1
TBA
Case presentation notes
Year 1
Tutor feedback sheet
Case Study (2000 words)
Tutor feedback sheet
Peer feedback sheets
Tutor Feedback Sheet
Verbal Case presentation 10/9/15
2
TBA
Case presentation notes
Peer feedback sheets
Tutor Feedback Sheet
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Supervision record
10/9/15
09.06.16&
08.06.17
Therapy
record 10/9/15
(minimum of 10 hours)
Skill practice:
10/9/15
1. Any skills practice
session
2. Any skills practice
session
3. Audio or videotaped practice session
4. Audio or videotaped practice session
Report from supervisor
10/9/15
08.06.17
Supervision
report
and
supervision log signed by
supervisor
A signed form recording
counselling hours received
continuous
DVD (x2)
session
Written
evaluation
2X Observed sessions
of
counselling
Self-evaluation of session
Tutor Feedback form
Peer Feedback form
09.06.16&
Signed and dated by supervisor
08.06.17
Feedback and/or report 10/9/15
from agency (managers)
08.06.17
Signed and dated by Agency
Representative/manager
Mock
external 10/9/15
assessment and review
paper
May 2016
Tutor feedback
Nov
Peer Feedback
2017
Self-feedback
EA
audio-taped
assessment
TBA
12.01.17
Completed
conditions
Candidate
Review Paper in relation
TBA
26.01.17
Externally marked by CPCAB
Completed
under
exam
to audio-tape
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Appendix 1
CPCAB SERVICE LEVELS
CPCAB qualifications are linked to ‘service levels’ which describe what trainees need to learn in
order to provide progressively more in-depth levels of helping, counselling and supervision work.
These levels form the 2nd part of the CPCAB working model of the helper/counsellor/supervisor.
The idea is that these levels start with helping work and progress, step-by-step, to working with
people who have complex mental health problems. CPCAB qualifications define the understandings
and skills that a practitioner needs to work effectively at each level. The service levels also provide
a simple but effective framework for assessing the needs of a client, helpee or supervisee, together
with defining the nature and limits of the service that a practitioner or agency is able to offer.
Please note that helping work describes the activity of those who use counselling skills to
support others (voluntary or as part of another role) and is clearly distinguished from formally
contracted counselling or psychotherapy which takes place between therapist and client.
1
Helping work: support for immediate distress
Practitioner proficient in:
Using counselling skills to help others cope with immediate
distress and access further support as appropriate. This may
involve alleviating immediate emotional distress and helping
others to clarify and prioritise concerns.
ICSK-L2
practitioner
proficient in:
Using initial counselling skills 1
in helping work.
“I‘m not feeling so good at the moment.”
CSK-L2 practitioner proficient
in:
Using counselling skills in
helping work.
These refer, for example (but see the ICSK-L2 unit criteria in the Candidate Learning Record in the ICSK-L2 Tutor User Guide), to
listening and responding skills, together with skills associated with helping the other person to find appropriate support where needed.
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Service level A: working with current problems
Practitioner proficient in:
Working with clients coping with current problems
associated with difficult life events & life crises. At this level
of work clients need help with a current problem that’s
associated with one particular situation - in contrast to more
general problems associated with a variety of situations
(Service Level B).
CST-L3 practitioner proficient
in:
Counselling
studies
–
preparation to begin an in–
depth counselling training
which will include (post-CST “Generally I’m OK, but I really need some help with this L3) workplace experience.
particular problem.”
TC-L4 practitioner proficient
Such current problems might include a recent life crisis (such
as an accident, bereavement or divorce), a stressful situation
at work, conflict with someone at home or at work, or a health
problem that could benefit from counselling. The counsellor
uses counselling concepts and skills in the exploration,
clarification and working through of the client’s problems.
in:
Counselling clients presenting
with difficult life events and
crises.
CBT-L5
practitioner
proficient in:
Counselling clients (using CBT
skills and theory) presenting
with difficult life events and
crises.
Service level B: working with common mental health problems
2
Service level B.1: explicit patterns
Practitioner proficient in:
Working to alleviate the client’s common mental health
problems or other psychological issues by exploring and
working on explicit psychological patterns. At this level of work
clients need help with problems that are often associated with
life events and life crises, but which are fundamentally
psychological rather than situational.
TC-L4 practitioner proficient
in:
Working
on
explicit
psychological patterns –
working
with
clients
experiencing common mental
 “I’m feeling depressed (etc.)”
health problems or other
These problems are more to do with the client’s psychological
state than a single life event or life crisis. A life event or life crisis psychological problems.
may have ‘triggered’ the common mental health problem or CBT-L5 practitioner proficient
other psychological issue, but the event or crisis isn’t the primary in:
problem.
Applying CBT skills and theory
to work with clients with
common mental health or
other psychological problems.
23
Service level B.2: implicit patterns
Practitioner proficient in:
Working at a deeper level to alleviate common mental health
problems or other psychological issues by exploring and
working-on implicit psychological patterns. Working with
common mental health problems at this implicit level often
involves the exploration of, and working through, of ‘no-go’
areas. These are areas of personality, personal history and
interpersonal relationships that are very uncomfortable for the
client and have tended to be psychologically separated off and
‘left untouched’.
TC-L4 practitioner proficient
in:
Beginning work with implicit
psychological patterns –
working
with
clients
experiencing common mental
health problems or other
psychological problems.
PC-L5 practitioner proficient
 “I’m feeling depressed (etc.) [and the work I’ve done on my in:
explicit psychological patterns hasn’t helped that much]”
 Working
with
implicit
Problems that require this level of work are often associated
psychological patterns as an
with repeating patterns, for example:
independent practitioner /
 repeated difficulties with similar life events: e.g. a series of
senior agency practitioner.
relationship breakdowns;
 Identifying and working
 anxiety associated with a variety of situations;
therapeutically with clients
 depressive episodes associated with attempts to cope with
with moderate mental
similar life events;
health problems. 3
 getting into repeated conflicts with others;
TCSU-L6 supervisor proficient
 a recurrent health problem with a psychological element.
in:
Additionally, problems that require this level of work may have
Providing clinical supervision
been triggered by an association with an earlier, ‘forgotten’
for counsellors who are
experience (for example, an experience of bereavement).
Work at Service Level B.2 also includes working with people who working with clients at Service
wish to explore and work through the roots of their difficulties Level A or B.
through this more in-depth therapeutic work.
It is important to work within
your
level
of
clinical
proficiency.
24
Service level C: working with complex mental health problems Practitioner proficient in:
Counsellors would not normally work with clients needing
work at this level. At this level of work clients need supportive
or therapeutic work with severe, chronic debilitating mental
health problems. Such work is often in relation to an area of
personality that is fragile and has been a consistent or
repeating source of difficulty throughout life:
 “I’ve never really seemed to cope that well with my life.”
PC-L5 and CBT-L5 practitioner
proficient in:
Identifying, supporting4and
where appropriate referring
clients experiencing severe
and complex mental health
problems.
Such severe mental health problems might include, for
example, the client’s experience of life frequently being in some
form of crisis, of frequently being anxious over a very long
period, of frequently being depressed throughout life, of
frequently being in fairly severe conflict with others, of
frequently being ill and that illness having a strong psychological
element.
Part 3: Three therapeutic methods
The third part of the CPCAB model relates to counselling and psychotherapy, but not to
helping work. It describes three generic ways – which are often intertwined – in which
counsellors can work therapeutically with their clients.
Working with the structure of the self:
This therapeutic method is based on the idea that there are different parts to our self, which
are often in conflict with each other. Through helping the client to uncover the structure of
him/herself, and then resolve any internal conflicts, the counsellor can help her change the
way she feels as a person. The Freudian model of the id, ego and super-ego is one very famous
theory of the structure of the self. In other counselling approaches, however, the counsellor
helps the client find her own personal theory – helping her discover, for example, parts of
herself that she calls the ‘prisoner’ and the ‘prison guard’.
Working with the history of the self:
This therapeutic method is based on the idea that ‘our past shapes our present’ – that what
we learnt about the world, earlier in our life, shapes the way we live our life now. Through
25
helping the client explore her past, the counsellor can help her change the way she lives her
life today. Characters in films have ‘back-stories’ which describe earlier events in their life and
are used to explain why the character is the way they are. These back-stories are often based
on the idea that ‘our past shapes our present’: for example, in the film K-PAX a man is
classified as mentally ill and his psychiatrist works very hard to discover the traumatic event
that he believes made his patient ill.
Working with the self-in-relation:
This therapeutic method is based on the idea that we develop patterns of relating – especially
emotional patterns – that can be unhelpful to us. Through helping the client explore these
patterns, the counsellor can help her change the way she relates with other people. The field
of counselling and psychotherapy has made a number of important discoveries about the
nature of human relationships. One such discovery is the practice of making the relationship
between the client and counsellor the content of the counselling work: for example, the way
in which the client establishes, sustains and ends the counselling relationship can itself be
made the subject of the counselling.
26
Appendix 2
Suggested Reading List
This is a preliminary list which will be added to as the course progresses
Bond, T & Mitchels (2008) Confidentiality and Record Keeping in Counselling and
Psychotherapy: Recording Confidences (Legal Resources Counsellors, Sage Publications
Bond (2009) Standards and Ethics for Counselling in Action, Counselling in Action series)
Carroll M (2001) Counselling supervision Theory, skills and practice. ISBN 141290210X
Clarkson P (2004) Gestalt counselling in action, Sage Publications. Clarkson P 1989 Gestalt
counselling in Action ISBN 10 : 9781412900850
Corey, G (2008) Theory and Practice of Counselling and Psychotherapy Brooks/Cole Pub Co
Davies D 2000 Issues in therapy with lesbian, gay bisexual and Neal C transgender clients OUP
ISBN 0 335 20331 0
De Board, R (1998) Counselling for toads Routledge ISBN-10: 0415174295
Erskine , R ( 1999 ) Beyond empathy a therapy of contact in relationship Moursund J Routledge
Trautmann ,R. Feltham, C (2006) Brief Counselling- a practical integrative approach Dryden W
OUP ISBN 0 335 21945 4
Fonagy , P, ( 2005 )What works for Whom? Target M Routledge ISBN 1 59385 166 9
Gabriel, L (2005) Speaking the unspeakable the ethics of dual relationships in counselling and
psychotherapy Routledge ISBN 1 58391 985 6
Haugh, S (2001) Rogers therapeutic conditions: evolution, theory and Merry T Practice –
Empathy PCss books ISBN 1 898059306
27
Haugh,S (2010) The Person-Centred Approach to Working with Loss and Bereavement
(Person-Centred Counselling Series) (Paperback)
Hough, M, (
) Counselling skills and Theory Hodder Education
Hawkins P (2006) Supervision in t
he helping professions Shohet R OUP. ISBN 0 335 21817 2
Hawkins J (2002) Voices of the voiceless: person centred approaches and people with learning
disabilities. PCCS books ISBN 1 898 05941 1
Largo C (2005) Race, culture and counselling OUP ISBN 0 335 21694 3
Leigh, A. (1998) Referral and Termination Issues for Counsellors Sage Publications
Mearns, D. & Cooper, M. (2005). Working at Relational Depth in Counselling and
Psychotherapy. London: SAGE.
Mearns, D, Thorne, B (2007) Person-Centred Counselling in Action Sage Publications
Mearns, D, Thorne, B (2000) Person-Centred Therapy Today: New Frontiers in Theory and
Practice
Mcleod, J. (2003) An Introduction to Counselling (3 edit) Open University Press;
Mcleod, M (2009) The Counsellor's Workbook: Developing a Personal Approach Open
University Press
Murray Parkes C (2006) Love and loss the roots of grief and its complications Routledge ISBN
Hb 0 415 39041 9
Orbach, S. (2002) On Eating Penguin Books
Page S (2001) Supervising the counsellor Wosket V Routledge ISBN 0 415 20774 6
Palmer, S. (1997) Client Assessment McMahon, G. Sage
Pritchard C (1995) Suicide – the ultimate rejection OUP ISBN 0 335 19032 4
Rogers, C.R. (1980) A Way of Being Boston: Houghton Mifflin
Rogers, C.R. (1993) Client Centred Therapy (1951-current edns.) London: Constable
Rogers, C.R. (1989) On Becoming a Person: A therapist’s view of psychotherapy (1961-current
edns.) London: Constable
28
Rowan J (2002) The therapist’s use of self Jacobs M OUP ISBN 0 335 20776 6
Sanders, p (2003) The Tribes of the Person-centred Nation: A Guide to the Schools of Therapy
Associated with the Person-centred Approach
Scott, M. (1992) Counselling For Post-Traumatic Stress Disorder Stradling, S. Sage Publications
Short, F., Thomas, P (2015) CORE Approaches in Counselling and Psychotherapy. Essex,
Routledge
Sills, C. (2006) Gestalt Counselling Fish, S. Speechmark Lapworth, P.
Stewart. I (1981) TA today. Life space publishing. Nottingham.
Stewart I (1989) Transactional analysis counselling in action Sage
Thorne, Brian (1992) Carl Rogers Sage, London. A good account of his life and work
Tribe R (2004) Handbook of professional and ethical practice for Morrissey J psychologists,
counsellors and psychotherapists. Routledge ISBN 1 58391 969 4
Wertheimer A (2001) A Special scar- the experience of people bereaved by
Suicide Routledge ISBN 0415 220227 0
Wilson, G. (2005) Born Gay Rahman, Q. Peter Owen Publications
Worden W, (2002) Children and grief When a parent dies Routledge ISBN 1 57230 746 3
Wosket, V (2006) Egan’s skilled helper model Routledge ISBN 1 58391 204 5
Wosket, V (1999) The therapeutic use of self counselling practice, research and supervision
Routledge ISBN 0 415 17091
Wilhelm, S (2006) Feeling good about the way you look a program for overcoming body image
problems Guilford press ISBN 57230 730 7
Williams, M (2007) The mindful way through depression Teasdale J Guildford Press ISBN 1
59385 128 6
Yalom, I (2003) The Gift of Therapy: An Open Letter to a New Generation of Therapists and
Their Patients: Reflections on Being a Therapist
29
Appendix 3
Scheme of work
30
31