Reflection On Counselling

The B.A.C.P (British Association of Counselling and Psychotherapy) define counselling as ‘the skilled use of the relationship (between counsellor and client) to help the client develop self-knowledge, self-esteem and the ability to take control of his or her own life’.

Before I began my study in the unit of Counselling Communications, I expected it to be more theoretical than as practical as it really was. Although some of the things we learnt seemed to be of common sense, it was surprising to see how much of that common sense I actually use when counselling. Moreover, there were many things that were of much knowledgeable content and was new to me. I have realised that there were many skills I needed to improve on myself. The tutorials were helpful for me in identifying these skills and enhancing them by regular practice; so they may become almost instinctive to me.

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).

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

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.

Julia stated to be anxious about her future and unable to sleep. Julia knows that her husband will soon come back from his holiday and she does not know if he is going to ask her to leave, as he changes his mind all the time.

Prefers problem-solving orientations often centred on discreet issues and outcomes rather than resolving underlying reasons for conflict.

Psychometric properties assist counselors in determining if an assessment is a quality assessment, if it is appropriate for use, and if the measurement can be trusted (Whiston, 2013). Essential psychometric properties include reliability and validity. Reliability refers to the consistency of which it measures a construct (Whiston, 2013). Validity refers to whether or not the assessment measures the construct that it says it measures (Whiston, 2013).

During the counselling session, your logics and philosophy must be directive to the communications that show those interconnection links in the client’s story that help the client to modify. The counsellor should reach at a score of the client’s motivation as excellent, good, fair, poor, or uncertain. To obtain this, the counsellor has to gather information and collectively to have a perception of the realness of the client’s communicative

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

This quarter’s course of “theories of counseling” felt like a whirlwind of theories, theorist, therapeutic techniques, and proper application of theoretical framework to help counsel students. As the course continued each new theory and therapy style I learned about seemed more appealing and useful than the last. In deciding which therapy styles I would favor using I have to take into account the general demographic of the students and communities I wish to work in. I plan to work with middle school to high school students that are from urban low social economic status and are recent arrivals to the country. Some of the characteristics of obstacles these students and families face daily are, single parent home/income, past/recent trauma, history of low family education level and legal trouble. I am fortunate to live in the community and society I want to help and that I have grown up in. I am equally blessed to be raised and have the opportunity to give back to my community and society the best way I know how by giving back in a positive manner.

I am writing to show my interest in a joining the team of the T.E.R.F. Program. I am nearing the end of my Applied Counselling certificate and I am currently taking the Family counselling course which ends on June 24 and then I am left with my practicum to be able to graduate. As you can see in my resume, I have not worked in the field yet, but I can guarantee that my volunteering experiences along with my personal life journey compensate and provide me with a great knowledge in the field.