Counselling Case Study by Silva

This presentation describes the main processes in initiating, maintaining, developing and ending a helping relationship successfully. Video footage presents a counselling session with details of the counselling skills used and how these skills, when integrated, are beneficial in supporting a client.

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.

By discussing this particular experience in detail, I can begin to understand the specific skills a counsellor may use in many different situations in order to help others (Egan, 2007, p. 13). In this reflective

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).

Carl Rogers, Born in Chicago in 1902 as the 4th of 6 children in a strict Fundamentalist Christian household.

Evans, G. ( 2007 ) Counselling skills for dummies. West Sussex. John Wiley and Sons LTD

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

To be able to help a client to access their deepest thoughts and open up for discussion that is both helpful and meaningful, there are several specific microskills to know about to enhance the communication with the client (Australian Institute of Professional Counsellors, 2009). These communication skills are built through different stages and may feel a little unnatural at the beginning. However, counselling is not about giving advice, but about supporting and helping the client to find his/her own solutions. This makes counselling challenging on many levels as you need to be aware of your own behaviour (Perinatal Mental Health Project, n.d.).

The counselling process is based on the exchange of emotions between the client and the counsellor which aims to form an alliance (Hough, 1998). It involves the counsellor using skills in which they possess in order to communicate effectively with clients (Hough, 1998). This reflective essay clearly articulates my application of counselling skills used in this practice session and suggestions for improvement. It will provide a summary of the session, identification of a range of skills used and a brief explanation of the reasons for using the skill. It will also provide an evaluation of my application of the skills chosen, including verbatim examples, suggestions for improvement, also including verbatim examples to demonstrate what could

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.

Therapeutic approaches to counselling have evolved over the last century as therapists’ attempt to help their clients’ resolve negative patterns of thoughts and emotions. Whilst fear and sadness are said to be naturally occurring human emotions that evolve and form part of ‘life and living’, society is becoming increasingly aware of the negative physiological implications of stress caused by changes in environmental conditions, and clients’ are encouraged to seek professional help before their emotions spiral out of control leading to anxiety and depression, and in some cases mental health concerns.

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

¬When considering what my own personal philosophy of counseling would be, it was eye opening to consider who I was a person and how much I have grown. The self analysis was new to me because I never thought about how I do that on a day to day basis. Reviewing the questions I found that a lot of my focus surrounded family, my significant other, and close friends. Constantly living in a diverse population and having that as my surrounding also made its mark in my answers. I also noted that both past and present influences, but primarily the present, play a large role in my own perspective. By following the prompt, I was made to understand that my thought process makes me think of what is occurring in the present and how I can alter these

Ego: In this second developmental stage, compromises in instinctive responses to environmental circumstances begin to develop. The ego mediates with the id by considering the rules of the real world and the consequences of actions taken in that world.