Counselling Session Paper

During the session I communicated to the client by saying things such as ''mmm'' and ''yes I hear you''. Minimal encourager's were used to demonstrate that I was listening to the client, without disturbing her flow too much. I nodded my head on a couple of occasions which again showed the client that she still had my attention. There was a brief moment of silence which I managed by acknowledging that the silence provided a space for the client to think about what she had just said. At this point my attention was on the client and I felt I gave her respect by not interrupting her thinking time as I waited for her to begin talking again.

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.

Ms. Payne has not had any follow up appointment this reporting period. She has attended counseling appointment’s to talk about her anxiety and panic related to the accident. She felt she will be done with her counseling soon. Physical therapy has been completed for the shoulder, the knee and she has a home exercise program. She also has completed using attendant care for assistance with bathing and light house work. I anticipate that this file is close to

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.

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

This essay discusses: why a counsellor will need supervision, definition of supervision, peer feedback and a case study related to supervising. In order for you to continuously be getting the correct amount of supervision you need so that you’re working within the legal framework of counselling.

Due to Marks very depressed state, the initial interaction required a great deal of empathy and high degrees of compassion. When first engaging a client, it is important to be compassionate and empathetic and listen without interrupting, prompting or advising (Berg-Weger, 2013). Reflecting and summarizing content delivered in the session is a valuable way to let the client know that you are actively listening to what they are saying

Another skill I used within this session is a technique also known as paraphrasing. Paraphrasing refers to stating in one’s own words what they think the client means helping to ensure their understanding and interest in the client (DeVito, 2010). I felt that I demonstrated this when the client said “As the term progresses I get lazier, but at the beginning of the semester I am productive, and it feels rewarding when I do, do well and I feel better about myself and everyone is proud of me as well when I get the results and stuff, but there’s this thing that comes into my mind that said I can’t do this and maybe I start rethinking about staying in uni and I start considering dropping it, so I can have more free time.” I reply by saying “Ok so you are saying that it is kind of a relief when the work is done, however you are finding it hard to kind of keep up, and maybe you don’t

Many Scottish people have over the centuries been themselves victim of stereotyping and prejudice by the English neighbours. Discrimination. This is why they are unhappy about it. But to be on the receiving end of something that is historical and for which I have no responsibility for his painful and irksome and makes me feel somehow invisible and unvalued as a person with individuality and a contribution to make to the present moment.

However, in this short matter of time, I believe I am able to acknowledge some my strengths and weaknesses as a new counselor. At this point, I feel my strengths involve a sense of humor, empathy, genuineness, creativity, reflecting, restating and most importantly, a heart to serve others. Not only is making someone smile the highlight of my day, but being present with an open heart, mind and ear is what drives me to be a helper. As there are good qualities about myself, there are also weaknesses as well. For instance, I need to improve on my listening skills. I think I am still having difficulty listening to what is being said, how it is being said and why it is being said along with catching non-verbal gestures. As I am still get nervous during session, I think I get too caught in the “content” of the conversation versus catching the emotion/feelings behind what is being said. Another weakness that I have, is not recognizing the moment when I should ask the client to explore more about a comment they had said. Bearing in mind that I am still growing in the counseling field, my goal is to build on my strengths and sharpen my

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

I felt more clam and better prepared to actively listen to what my client was saying. Unlike the first role-play, I really tried to demonstrate the skills and theories I was most comfortable with. Overall, I think I used a very affective strategy when helping my client. In both sessions I tried to create a warm, nonjudgmental, and safe environment for Morgan to express her feelings. I also used a phenomenological approach by staying in the present with my client and trying not to focus too much on the past. I believe this approach was very affective being that my client did not want to talk about her feelings at first but then opened up and discussed more of them. Looking back on the session I realize that being affective is one of my strengths, and one of my weaknesses is not picking up on valuable information my client is giving. If I could change anything about this session it would be to go back and ask Morgan to explain how her mother affects her anxiety. After stepping away from the session, I think this may be the underlying problem with my client. In order to work towards a solution for this problem, I would have loved to try the empty chair exercise with my client. I believe this would have increased both her’s and my understanding of the problem and how her mother is affecting her

“Therapeutic building blocks” (Young, 2001, p. 30) is a phrase used to describe the helping relationship and the components of that counseling relationship. The ability to facilitate the client into relaying their story is the basis of therapy for change. I have listed my therapeutic helping skills below, and have described an example of each.

During the treatment simulation, it was surprising as to how much the client could participate/help. Although this was a treatment simulation and not an actual treatment session, I assumed that the patient would have been more dependent on the OT students. However, the patient had the ability to do more than what was expected. When our group had practiced our treatment simulation ahead of time, our patient was completely dependent on the level of assistance that was provided. When it was our time to perform our treatment simulation, we were surprised at how much our level of assistance had changed depending on our patient. I believe that as a group, we anticipated that our patient would have not been able to perform much of any activity. However, the patient made it easier for us and I believe that our treatment simulation went very smoothly.

However, I may have not used all the skills necessary to draw out the client’s feelings and meaning in a therapeutic way (Ivey & Ivey, 2007). I used open ended and closed questions to gather more in depth information from the client. For example, “What are your expectations?” and “Would you be satisfied with your grades if your parents do not pressure you?” I also used encouragers such as head nods and repetition of key words stated by the client. I also summarized her story several times to clarify with the client that I was hearing her correctly. I felt that she was motivated to elaborate (Ivey & Ivey, 2007, pg 231). I also used some observation skills such as observing the client’s verbal and non verbal behaviours, e.g. her voice tone, eye contact and the way she was sitting at certain point in the session. While I listened to the tape, I realized that I had empathized and reflected on the client’s feelings a few times and this was done later in the interview. Not reflecting empathy earlier led the client to think that I did not understand her situation. Also, I imposed my values on the client by telling her that eighty percent is good even though she clearly stated that it is really bad for her. I thought this would have made her feel better but it did not. If I were to meet this client again for the same issue I would reflect empathy by saying the following: “Getting good grades means a lot to you. I can see