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    Counseling Skills Consolidation

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    choirul
    This document outlines the aims, structure, and skills covered in a counseling skills course, including developing counseling skills, creating a personal learning plan, and building a supportive learning environment. It discusses counseling techniques like assessment, goal setting, intervention, and evaluation. The document also covers relationship and process issues that may arise, such as transference, countertransference, and separation anxiety.

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    Counseling Skills Consolidation

    Uploaded by

    choirul
    82 views25 pages
    This document outlines the aims, structure, and skills covered in a counseling skills course, including developing counseling skills, creating a personal learning plan, and building a supportive learning environment. It discusses counseling techniques like assessment, goal setting, intervention, and evaluation. The document also covers relationship and process issues that may arise, such as transference, countertransference, and separation anxiety.

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    This document outlines the aims, structure, and skills covered in a counseling skills course, including developing counseling skills, creating a personal learning plan, and building a supportive learning environment. It discusses counseling techniques like assessment, goal setting, intervention, and evaluation. The document also covers relationship and process issues that may arise, such as transference, countertransference, and separation anxiety.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    82 views25 pages

    Counseling Skills Consolidation

    Uploaded by

    choirul
    This document outlines the aims, structure, and skills covered in a counseling skills course, including developing counseling skills, creating a personal learning plan, and building a supportive learning environment. It discusses counseling techniques like assessment, goal setting, intervention, and evaluation. The document also covers relationship and process issues that may arise, such as transference, countertransference, and separation anxiety.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 25
    At a glance
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    The document discusses skills training for counselling and developing counselling abilities.

    Skills like initiating sessions, giving feedback, understanding clients, collaboration and pacing are discussed.

    The DASIE model involving 5 stages from developing the relationship to consolidating skills is described.

    Counselling Skills :

    Consolidating Practice
    Day 1
    Aims
     To build on current skill and practice gained
    through experience and previous
    Counselling skills courses.
     To develop a personal evaluation of skills
    and learning plan for each student.
     To develop a collaborative and supportive
    learning environment
    Personal Needs and Professional
    Concerns
     What do you need professionally to take
    from this course to help practice Counselling
    skills more effectively in your current work
    setting ?
     What are your personal needs in the short
    term and long term regarding Counselling
    Skills?
    My expectations
     The group keeps to the agreed times for
    breaks
     Only use personal material you feel
    comfortable with
     Sessions will be a dialogue with the group
    sharing professional experience
     It will be enjoyable and relaxed
    Skills
     Initiating and  Pacing and Efficient
    structuring sessions use of time
     Giving Feedback  Guided Discovery
    through session  Focusing on specific
     Understanding what problems
    the client is trying to  Change strategies
    say  Technique
     Interpersonal  Closing and
    effectiveness evaluating session
     Collaboration
    Exercise
     Using a scale from 0-6 where 0 is poor and
    6 is excellent rate you own level of skill in
    the previous skills.
     How do you know this is accurate do you
    have experiences to back this up or is it just
    how you feel?
    Counselling structure
     Socialising to the method
     Assessment
     Goal Setting and Problem Definition
     Intervention
     Evaluation
    D.A.S.I.E
     Stage 1 Develop the relationship, identify and
    clarify problems
     Stage 2 Assess Problem and redefine in skills
    term
     Stage 3 State working goals and plan
    intervention
     Stage 4 Intervene to develop self helping skills
     Stage 5 End and consolidate self helping skills
    Jones 1993
    Contracting
     Introduce self
     Explain session content and structure
     Boundaries
     Expectations
     Nature of session, assessment or initial
     Ending
     Confidentiality
     Referrals
    Assessment
     Problem definition what, when where and
    how?
     Frequency, Intensity and Duration
     Discrete or Complex
     Functional, Interpersonal, intra-psychic
     Problem Listing
     S.M.A.R.T.
    Safran and Zegal’s Suitability for short-
    term cognitive therapy rating scale
     Accessibility of automatic thoughts
     Awareness of differentiation of emotions
     Acceptance of personal responsibility for change
     Compatibility with cognitive rationale
     Alliance potential [in and out of session]
     Chronicity of problems
     Security operations
     Focality
     Patient optimism/ pessimism
    Safran and Zegal [1990]
    Goal Setting and Problem Definition

     In pairs describe a patient you have worked


    with recently and attempt to define the
    nature of their problem and the goal they
    may be trying to achieve.
    Formulation
     “Without such a case formulation approach, the nurse would be like a
    traveller without a map or an explorer with no destination, going round
    in circles and perpetually distracted by immediate objects of perpetual
    interest”
     The role of formulation
     Understand relationships among problems.
     Choose treatment modality
     Choose an intervention strategy
     Choose an intervention point
     Predict Behaviour
     Understand and manage non-compliance
     Understand and work on relationship difficulties
     Make decisions about “extra-therapy” issues
     Redirect an unsuccessful treatment
    Persons JB [1989]
    Elements of a Formulation-Based
    Assessment
    Description Description of
    Client of Problem

    Interpersonal
    Family and Relationship Current contextual
    Early Life [Here and Now] Scenario

    Theoretical
    Frame Resources
    Relationship and Process Issues

     Defences
     Resistance
     Transference
     Counter transference
     Parallel Process
     Conflict resolution
     Separation Anxiety
    Leahy’s Dimensions of
    Resistance
     Validation Resistance
     Self Consistency
     Schematic Resistance
     Moral Resistance
     Victim Resistance
     Risk Aversion and Depressive Resistance
     Self Handicapping
    R.Leahy 2000
    Unconscious Communication
    “ It is a remarkable thing Characteristics of the
    that the unconscious Unconscious
    of one human being  Timelessness
    can react on that of  Replacement of external
    another without by internal reality
    passing through the  Displacement
    conscious of either.”  Condensation
     Absence of Mutual
    S.Freud[1915] Contradiction
    Transference Phenomena
    “ The process by which a patient displaces on to his
    nurse feelings, ideas etc., which derive from
    further previous figures in his life; by which he
    relates to his nurse as though he were some
    former object in his life.”
    C. Rycroft 1988
    “ Transference reactions reduce self awareness by
    helping maintain a world image in which people
    are seen in essentially identical terms, thus
    eliminating differential experience.”
    C. Edward Watkins
    Transference Types
     Positive  Counsellor as Ideal
     Counsellor as Seer
     Counsellor as Nurturer
     Counsellor as Frustrator
     Negative  Counsellor as Non-Entity
    C.Edward Watkins 1992

     Eroticised
    Counter-transference
    Fundamentally seen as the therapists transference to the
    client, Counter-transference has been the major focus
    of Post-Freudian psychoanalytical theoretical
    development. Initially seen by Freud as the analysts
    unanalysed material projected onto the client. Which
    interfered with the therapeutic process it has been
    seen more recently as a form of unconscious
    communication.
    “Counter-transference refers to the attitudes and feelings
    only partly conscious of the analyst towards the
    patient.
    I.Moore, R.Fine[1975]
    Projective Identification
    A clinical phenomena which also indicates a major
    theoretical development in psychoanalytical thinking.
    It contains an overlap of concepts such as counter-
    transference, projection and identification. It use has
    been utilised in what has been termed the parallel
    process in supervision. Where the supervisees
    enactment of a case in supervision parallels the
    patients experience in therapy.

    “ Communication by impact. An emotional often


    unarticulated element within communication”
    P. Casement
    Separation Anxiety
    The effect of absences or such as long breaks due
    to holidays and sudden endings of therapy, eg.
    Maternity leave, job change, etc., can have a
    profound effect on clients.
    They can experience these absences as :
     Fear of Death or Harm
     Guilt at causing harm
     Self-fulfilling Prophecy
     Anger at loss of fantasy of central role in the
    therapists life
    Why Supervision?
    Common features of Professional Practice
     Problems are messy , complex with few right or
    wrong answers
     Knowledge base is broad, complex and multi-
    faceted
     Context in which practice takes place is often
    restrictive and significant.
     Professional practice cannot be understood in
    terms of skills or techniques alone
     Professional knowledge is often difficult to
    articulate
    D,Schon [1983]
    Learning Set Case work
     In your group discuss difficult cases Decide
    on one case and then use the Flip- Chart
    Paper to Write up and present it as a
    problem for group supervision

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