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Assignment Briefs
10-11-2024
1.1 Distinguish between counselling and psychotherapy.
Advanced Counselling Diploma Assessment Criteria Learning Outcomes
The learner will:
Assessment Criteria
1. Be able to explain the difference between counselling and psychotherapy and the difference between counselling and using helping skills.
1.1 Distinguish between counselling and psychotherapy.
1.2 Analyse when counselling skills might be used within other professions, and the difference between helping and counselling.
1.3 Determine when best to refer a client onto another service when counselling is not appropriate.
2. Have a clear understanding of one of the major therapeutic models of counselling.
2.1 Critically evaluate the core concepts and principles of one of the therapeutic models, including identifying both the strengths and weaknesses of the therapeutic model.
2.2 Distinguish how the model differs from others.
2.3 Relate theory to inform self- development.
2.4 Demonstrate application of an understanding of how to integrate humanist, psychodynamic and Cognitive Behavioural Therapy.
The learner will:
Assessment Criteria
3. Be able to identify supervision needs;
Identify limits to professional proficiency;
Know the importance of working within an ethical framework.
3.1 Establish the argument as to why supervision is necessary for all therapists regardless of their level of experience.
3.2 Validate his/her understanding of why there is a need to separate the roles of manager and supervisor.
3.3 Describe the advantages and disadvantages of working with a supervisor whose theory basis is different.
3.4 Identify how to utilise supervision to best inform the therapeutic work.
3.5 Use insight and understanding of how to use supervision for personal limits of professional proficiency.
3.6 Evaluate the need for counsellors to work within an ethical framework.
3.7 Read the BACP’s Ethical Framework for the Counselling Professions or the ACCPH’s Code of Conduct, and demonstrate your understanding of ethics and working towards professional standards.
4. Demonstrate an understanding of the main counselling interventions and skills to facilitate the therapeutic work.
4.1 Creatively apply an understanding of a range of skills and interventions for appropriate use within counselling, which will include a minimum of three of the following:
Rapport building
active listening
empathic listening
asking open questions
paraphrasing and summarising
challenging
reflecting on the counselling skills process and immediacy.
4.2 Analyse the strengths and weaknesses of self-disclosure.
The learner will:
Assessment Criteria
5. Have an understanding of the different stages of a counselling relationship and the importance of professional boundaries.
5.1 Demonstrate an appropriate opening of a series of sessions.
5.2 Illustrate an understanding of the working agreement including
what is on offer
limitations of counselling
time boundaries • any ethical boundaries in line with professional code.
5.3 Expound and delineate the middle stages of the counselling relationship.
5.4 Expound and delineate the ending stages of the counselling relationship.
5.5 Distinguish explicit and implicit patterns of relating.
5.6 Analyse and set out the importance of boundaries within therapeutic relationships.
5.7 Analyse and set out the importance of following agency policies and procedures.
5.8 Outline the advantages and disadvantages of working within a multi-disciplinary team.
The learner will:
Assessment Criteria
6. Reflect on personal development.
6.1 Apply insight to his or her feedback and consider in depth what is to be learnt from feedback.
6.2 Evaluate personal and professional development throughout the course by keeping a record of reflections on the learning process (keeping a reflective journal).
7. Understand the purposes of research in counselling.
7.1 Demonstrate an understanding of the importance of research that relates to counselling skills and theory.
8. Identify and work on diversity issues.
8.1 Identify and challenge personal prejudices, fears and concerns related to working with difference.
8.2 Evaluate and challenge how difference and diversity can negatively impact on client work.
8.3 Evaluate and challenge how to apply the Equality Act 2010.
9. Understand counselling and the law.
9.1 Apply his or her understanding of the limits of confidentiality.
9.2 Critically evaluate the advantages of the keeping of client notes.
9.3 Define what client notes might include.
9.4 Specify what is meant by safeguarding.
Sample Answer - Plagiarised
1.1 Distinguish between counselling and psychotherapy
Counselling and psychotherapy, while often used interchangeably, have distinct differences in focus, approach, and depth.
Counselling generally addresses specific, short-term issues, such as grief, stress, or relationship difficulties. It is a structured process aimed at helping individuals manage and resolve immediate concerns by providing support, guidance, and problem-solving strategies. Counsellors often focus on current problems and practical solutions, encouraging clients to develop coping mechanisms and explore their emotions in a safe environment. Counselling is typically less intensive and may involve fewer sessions compared to psychotherapy.
Psychotherapy , on the other hand, tends to involve a deeper exploration of long-standing emotional issues and underlying psychological patterns. It is often more long-term and delves into past experiences, unconscious processes, and unresolved trauma that may be affecting the individual’s mental health. Psychotherapists may use various theoretical approaches, such as psychoanalysis or cognitive behavioural therapy (CBT), to help clients gain insight into their behaviours, thoughts, and emotions. The goal of psychotherapy is often to bring about more profound, lasting changes in the client’s overall mental wellbeing.
1.2 Analyse when counselling skills might be used within other professions, and the difference between helping and counselling.
Counselling skills are highly versatile and can be effectively employed across various professions, particularly in roles that require communication, empathy, and support. While these skills are not exclusive to professional counsellors, they can significantly enhance interactions in other fields, such as healthcare, education, human resources, social work, and law enforcement.
Use of Counselling Skills in Other Professions
Healthcare : Doctors, nurses, and care workers frequently use counselling skills when supporting patients through difficult diagnoses or medical conditions. Active listening, empathy, and non-judgemental support help to create a trusting relationship, enabling patients to express concerns and emotions more freely. For instance, a nurse may use counselling skills to comfort a terminally ill patient, offering emotional support without crossing the boundaries of professional therapy.
Education : Teachers and educational support staff often use counselling skills when addressing students` academic, emotional, or social issues. They may help students manage stress, bullying, or learning difficulties by listening attentively and offering constructive feedback. However, their support remains solution-focused rather than delving into deeper psychological issues.
Human Resources (HR) : HR professionals often use counselling skills when dealing with employee grievances, workplace conflict resolution, or stress management. In such contexts, HR staff provide a supportive environment, encouraging employees to voice concerns while maintaining professionalism and impartiality. Their role is to help manage issues in the workplace, offering advice and practical solutions without entering into therapeutic territory.
Social Work : Social workers frequently use counselling skills when working with individuals or families facing challenges such as poverty, abuse, or addiction.
Continued...
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