CONSIDER SYSTEMIC ISSUES IN A COUNSELLING CASE STUDY.

Carl Rogers (1902-87) was the founder of the client-centred or person-centred approach to counselling and therapy. (McLeod 2001)

How does Person-centred counselling, influence the understanding of the development of concept of self? (245 words)

The decision to take this course was rooted in a deepening interest in psychotherapy, self–development, the welfare of other people and in a desire to gain a theoretical base to enrich my current arts and health practice.

Cognitive-behavioural therapy is widely short-term and concentrates on enabling clients to deal with very particular problems. Often six weeks to six months sessions of course depending upon the problem it is pacifically goal directed and places great weight upon self-help as a long term coping tool that the client can take away with them and successfully use. Cognitive-behavioural therapy believes that clients can learn the wrong ways of developing and making sense of information during their cognitive development. This can often lead to distortions in the way they identify reality, it’s the job of the therapist to enable them to work this out.

Counselling sessions can help us work through a range of personal issues from everyday hardships to potentially life threatening situations. In this reflective essay I propose to put theory to practice by analysing and reflecting upon a one hour session with a professional counsellor. The session is to be recorded so I can refer to particular instances during the session.

This essay will explore the counselling relationship along with the benefits and limitations as well as discussing other factors that have an important impact in relation to the outcome of counselling. Counselling is an interpersonal relationship between the client and qualified therapist, the relationship involves communicating with the client and using skills to explore the client's feelings. The counselling/ therapeutic relationship can be used in all types of counselling such as psychodynamic, humanistic, behavioural, person centred and cognitive therapy. As mental health disorders increase so does the need to deliver effective counselling, which means that the therapeutic relationship is more crucial than ever. (Miller, Hubble, Duncan and Wampold 2010; Norcross and Lambert 2011).

The British Association for Counselling’s Code of Ethics and Practice for Counsellors states that ‘Counselling may be concerned with developmental issues, addressing and resolving specific problems, making decisions, coping with crisis, developing personal insight and knowledge, working through feelings of inner conflict or improving relationships with others’ (BACP Ethical Framework).

Theoretical frameworks in counselling offer guiding perspectives and direction informing professional practice. As a practitioner I am drawn to post-modernist approaches that position the human experience as a social construction, and reality as a result of perception, language and culture ( ). Embedded however within that social construction for me is the necessity to consider the broader social and political climate and issues of power that may play a role in the human experience. As a counsellor, I would like to align with a therapeutic approach that values the diversity and experience of multiple realities, and that supports clients in finding their power both within and outside the counselling session. Embracing the client-counsellor

The term counselling facilitates personal and interpersonal functioning across the lifespan with the main focus on emotional, vocational, social, educational, health related and developmental concerns this encompasses a broad range of practices that help people to improve their well being, alleviate stress and maladjustment, reslove crisis and increases their ability to live more fully functioning lives. Counselling is unique in its attention to both normal developmental issues as well as the problems associated with physical, emotional and mental disorders. The BACP states that “counselling takes place when a counsellor see a client in a private and confidential

Written reports or case notes of each session will be completed. You, the client, will review and sign the reports at the end of each session. These will be placed in your clinical file and maintained by Trinity Counseling for 7 years, after which, they will be destroyed.

This essay is an evaluation of two counselling models applied to a situation where a client has experienced loss and how a counsellor can create a therapeutic relationship with the client using each counselling model. It will also contain other skills a counsellor could use to obtain/maintain a good therapeutic relationship with the client.

A man needs to have good authority while being selfless. Even though a father and mother may get divorced it is crucial that a father makes an effort to stay connected with the life of their child because men have a connection with children that a mother will never have. While this will show difficulty because of all the ugliness in the divorce. The result of this decision the fathers are still optimistic in the situation, but it is up to the fathers if they want to see it. Whitehead speaks about how fathers need to make sure men are still in the lives of their children despite what their ex wives say about them. She encourages that the men need to love the children, granted they are divorced because men do not always need women to show them

According to recent studies, the love of a father contributes as much and sometimes even more to a child 's development as does the love of a mother. One of many findings in a new large-scale analysis of research talks about the power of parental rejection and acceptance in shaping our personalities as children and into adulthood” (reference 1) “Growing evidence suggests that fathers’ high-quality Involvement is beneficial to children’s wellbeing and development, even when provided by a nonresident father (Amato &Gilbreth, 1999), so the father-child relationship represents a promising—but unexplored—mechanism for understanding how differences in family structure may lead to differences in child outcomes.” (Carlson pg.137)

By definition; counselling interventions and techniques can be described as a unique interrelationship between a client and a counsellor, with the sole aim to promote a change and growth and encourage a shift in behaviour towards fulfilling his or her human potential. (Feltham & Horton, 2006) It is the responsibility of the counsellor to contribute to the process of change during the counselling process, to enhance his or her client's personal development. The current essay will critically evaluate three counselling intervention / techniques and use this evaluation to reflect on the application of the humanistic theory in counselling practice and how they contribute to the effectiveness of the process.

For this essay there will be a critical evaluation of the counselling approaches and skills that are used which can guide the practice of education professionals and benefit relationships with children/ young people in supporting their social and emotional well-being. The approaches that will be looked at and compared are the Person-centred approach and the Psychodynamic approach. The approaches will be discussed and linked to the use in an educational context by teachers with children and young people. The strengths and weaknesses of these approaches will also be examined. It is important for teacher to support children and young people’s social and emotional development right for the start of their educational experiences in the early years. The statutory frame work for the early years published by the department for education in 2014 makes sure that every practitioner follows by law the learning and development requirements of every child. The DFE 2014 suggests educational programs have to include activities and experiences involving the children as suggested: personal social and emotional development entails assisting children to develop an encouraging view of themselves, and others; to make positive relationships and develop respect for others, progress on their social skills and acquire the skill how to deal and control their feelings, to know how to behaviour correctly in groups and to have self confidence in what they can do. From this practitioners can pick up on