Level 3 Diploma in Counselling STUDENT HANDBOOK. Course and all material created for JHD Counselling Services Ltd by Carol Harmston-Dean

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1 1 Level 3 Diploma in Counselling STUDENT HANDBOOK Course and all material created for JHD Counselling Services Ltd by Carol Harmston-Dean

2 Level 3 Diploma in Counselling Aims & Course Specification 2 Classroom Hours: 150 Course Requirements: Learners will need to have completed a Level 2 Certificate in Counselling Skills for entry on to level 3. Access Age limit 21 Level 3 Students classed as Learners Learner s need to commit to at least 10 sessions of personal therapy whilst studying at Levels 3 and 4. It is recommended that this is done at level 3 prior to commencing a placement. Learner s must attend 2 compulsory residentials as part of the Level 3/4 course. This is a crucial part of the Self-Development work. The course is composed of 3 units: Unit 1 Developing counselling skills 60 hours Unit 2 Counselling approaches within the 3 main theoretical models 60 hours Unit 3 Personal development - 30 hours Assessment methods: Reflective 800 words each Presentations Case study Exercise Peer observation skills practice Tutor observation skills practice Skills Assessment 30 minutes role-play for each role: counsellor, client and observer Tutorial

3 Tutors Mark Welsh 3 Specialisms: Working with Survivors of Sexual Abuse Working with Bereavement Working with Trauma A Qualified Teacher Has an additional qualification in working with Depression Tutor for: Level 3 Diploma in Counselling Biography: Mark really values the importance of building a trusting relationship in a safe environment in which clients feel free to explore their issues, experiences, and feelings. Understand that every client is different, he tends to work integratively adapting to the unique needs of each client. Mark s main training focused upon the role of the relationship providing the basis for self-discovery, change and growth. He recognises the significance of the past or the role of childhood in forming a blueprint for given behavioural or thought patterns which may recur throughout our lives. As well as this core training, Mark has also received additional training in working with the bereaved, the depressed and the traumatised and he currently works with all three areas. He is a great believer in personal and professional development as a lifelong process as he feels that the more he can develop, the more he can offer to his clients to help them to recognise their own potential for change and growth. Mark works with both young people and adults of all ages from teenage to old age. Finally, he is a strong believer in the importance of working ethically and as such he actively follows the BACP s ethical framework.

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 3 Diploma in Counselling Aims & Course Specification 5 UNIT ONE: Learning Outcome: Criteria - Learners will be able to: 1.1 Understand how to establish a counselling relationship within the 3 main 1.2 Demonstrate the skills required to establish a relationship within the 3 main 1.3 Understand how to develop a counselling relationship within the 3 main 1.4 Demonstrate the skills required to develop a relationship within the 3 main 1.5 Respond effectively to different client s individual needs Developing Counselling Skills To develop a range of counselling skills within the three main to begin, maintain, and end a Assessment Indicative Content Approach / Type of Evidence Contracting Intake sessions s 800 words Confidentiality Compare and contrast contracting and intake sessions within the 3 main models Peer observation Show the Key skills used across all 3 models and ones specific to each of the 3 models Tutor observation Compare and contrast range of skills used within the middle part of the Show the key skills used across all 3 models and ones specific to each of the 3 models Choose different skills to use to work with different clients on different occasions s 800 words Peer observation Tutor observation Peer observation Tutor observation Case study Exercise 1.6 Understand how to end a counselling relationship within the 3 main Compare and contrast range of skills used whilst ending with a client s 800 words 1.7 Demonstrate the skills required to end a relationship within the 3 main theoretical models 1.8 Demonstrate a 30 minute counselling session (beginning, middle and end) within one approach of a main theoretical model Show the key Skills required for ending within all 3 models and specific ones for each individual model Skills assessment Peer observation Tutor observation Skills assessment sheet

6 Level 3 Diploma in Counselling Aims & Course Specification 6 UNIT TWO: Learning Outcome: Criteria - Learners will be able to: 2.1 Explain the key features of the approaches within the Explore the strengths and weaknesses of the approaches within the Explain and critically evaluate one model of integration 2.4 Apply the theoretical approaches within the Humanistic model to a 2.5 Demonstrate the theoretical approaches within the Humanistic model to a Counselling Approaches within the 3 Main Theoretical Models To understand the key features of a range of approaches within the 3 main theoretical models of counselling Assessment Indicative Content Approach / Type of Evidence Humanistic PCA, Existentialism, Gestalt and Psychosynthesis Psychodynamic Freud, Jung, Bowlby, Winnicott, Presentations Klein, Erikson CBT Beck, Ellis Each approach within the models Schema Therapy Work with each approach within the model Through skills practice Presentations Case study exercise Case study exercise Peer observation Tutor observation 2.5 Apply the theoretical approaches within the Psychodynamic model to a 2.6 Demonstrate the theoretical approaches within the Psychodynamic model to a 2.7 Apply the theoretical approaches within the CBT model to a Work with each approach within the model Through skills practice Use ABC and REBT approaches Case study exercise Peer observation Tutor observation Case study exercise

7 Level 3 Diploma in Counselling Aims & Course Specification 7 UNIT THREE: Learning Outcome: Personal Development To increase an awareness of self in relation to working as a Counsellor Criteria - Learners will be able to: 3.1 To evaluate the outcome of the counselling interaction within one approach of each of the 3 models 3.2 To evaluate the use of counselling skills within one approach of each of the 3 models 3.3 To reflect on role within and impact of self on the group and the impact the group has on the self 3.4 To reflect on how the approaches within each of the 3 models resonate with the self 3.5 To review how own issues can influence the client and 3.6 To reflect on how receiving feedback has impacted on counselling skills practice 3.7 To evaluate how counselling skills practice has impacted on own self development 3.1 To evaluate the outcome of the counselling interaction within one approach of each of the 3 models Indicative Content For each model evaluate one approach e.g. for Humanistic use PCA For each model evaluate the skills used from one approach e.g. For PCA within Humanistic the use of 3 core conditions, NVC, listening and reflecting Where do I fit within the group? What is my role? How do my peers relate to me? How do I relate to my peers? How does the theory within each approach of the 3 models relate to me personally? Why do I like/dismiss certain approaches? Identification of which theories/approaches resonate personally and how these may tap in to personal issues. Importance of keeping these separate to clients and staying focussed on their agenda/thoughts/feelings Analysis and discussion of feedback provided from peers and tutors following skills practices Analysis and discussion of the effect that skills practice as counsellor, client and observer has had on the self For each model evaluate one approach e.g. for Humanistic use PCA Assessment Approach / Type of Evidence

8 Learner Record 8 UNIT ONE: Learning Outcome: Criteria - Learners will be able to: 1.1 Understand how to establish a counselling relationship within the 3 main 1.2 Demonstrate the skills required to establish a relationship within the 3 main 1.3 Understand how to develop a counselling relationship within the 3 main 1.4 Demonstrate the skills required to develop a relationship within the 3 main theoretical models 1.5 Respond effectively to different client s individual needs 1.6 Understand how to end a counselling relationship within the 3 main 1.7 Demonstrate the skills required to end a relationship within the 3 main 1.8 Demonstrate a 30 minute counselling session (beginning, middle and end) within one approach of a main theoretical model Developing Counselling Skills To develop a range of counselling skills within the three main to begin, maintain, and end a Assessment Approach / Indicative Content Type of Evidence Contracting Intake sessions Confidentiality Compare and contrast contracting and intake sessions within the 3 main models Show the Key skills used across all 3 models and ones specific to each of the 3 models Compare and contrast range of skills used within the middle part of the counselling process Show the key skills used across all 3 models and ones specific to each of the 3 models Choose different skills to use to work with different clients on different occasions Compare and contrast range of skills used whilst ending with a client Show the key Skills required for ending within all 3 models and specific ones for each individual model Skills assessment Portfolio Reference

9 Learner Record 9 UNIT TWO: Learning Outcome: Criteria - Learners will be able to: 2.1 Explain the key features of the approaches within the Explore the strengths and weaknesses of the approaches within the Explain and critically evaluate one model of integration 2.4 Apply the theoretical approaches within the Humanistic model to a 2.5 Demonstrate the theoretical approaches within the Humanistic model to a 2.5 Apply the theoretical approaches within the Psychodynamic model to a 2.6 Demonstrate the theoretical approaches within the Psychodynamic model to a 2.7 Apply the theoretical approaches within the CBT model to a Counselling Approaches within the 3 Main Theoretical Models To understand the key features of a range of approaches within the 3 main of counselling Assessment Approach / Indicative Content Type of Evidence Humanistic PCA, Existentialism, Gestalt and Psychosynthesis Psychodynamic Freud, Jung, Bowlby, Winnicott, Klein, Erikson CBT Beck, Ellis Each approach within the models Schema Therapy Work with each approach within the model Through skills practice Work with each approach within the model Through skills practice Use ABC and REBT approaches Portfolio Reference

10 Learner Record 1 0 UNIT THREE: Learning Outcome: Personal Development To increase an awareness of self in relation to working as a Counsellor Criteria - Learners will be able to: 3.1 To evaluate the outcome of the counselling interaction within one approach of each of the 3 models 3.2 To evaluate the use of counselling skills within one approach of each of the 3 models 3.3 To reflect on role within and impact of self on the group and the impact the group has on the self Indicative Content For each model evaluate one approach e.g. for Humanistic use PCA For each model evaluate the skills used from one approach e.g. For PCA within Humanistic the use of 3 core conditions, NVC, listening and reflecting Where do I fit within the group? What is my role? How do my peers relate to me? How do I relate to my peers? Assessment Approach / Type of Evidence Portfolio Reference 3.4 To reflect on how the approaches within each of the 3 models resonate with the self How does the theory within each approach of the 3 models relate to me personally? Why do I like/dismiss certain approaches? 3.5 To review how own issues can influence the client and Identification of which theories/approaches resonate personally and how these may tap in to personal issues. Importance of keeping these separate to clients and staying focussed on their agenda/thoughts/feelings 3.6 To reflect on how receiving feedback has impacted on counselling skills practice Analysis and discussion of feedback provided from peers and tutors following skills practices 3.7 To evaluate how counselling skills practice has impacted on own self development 3.1 To evaluate the outcome of the counselling interaction within one approach of each of the 3 models Analysis and discussion of the effect that skills practice as counsellor, client and observer has had on the self For each model evaluate one approach e.g. for Humanistic use PCA

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