Session 1: Introduction to counselling theory and approaches
- 1. INTRODUCTION TO COUNSELLING THEORY AND APPROACHES (1) Session 1 Anna Playle Anna.playle@Canterbury.ac. uk
- 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 ?
- 15. AND HOW MANY ARE THERE?
- 16. BREAK
- 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