Diploma in Counselling Practice

Level 4 Diploma in Counselling Practice – Course Information

 

 

The Level 4 Diploma in Therapeutic Practice is designed to equip counsellors with a comprehensive ability in both counselling skills and theory.  The ethical dimension of counselling and psychotherapy underpins all teaching together with a philosophy of equal opportunities.

 

This course is for people who already use counselling skills in the course of their work, and who wish to acquire more advanced skills to enter the profession as a qualified counsellor/psychotherapist and further develop their career potential in this field. A level 4 Dilpoma qualification is the entry level qualification  for practitioners applying or professional accreditation in psychotherapy allowing those with this qualification to practice within in a variety of clinical settings. This course is accredited by The National Counselling Society and, at the discretion of the society, is a route onto a national register of counsellors which is accredited by The Professional Standards Authority

 

This course is for people who already use counselling skills in the course of their work,  or who wish to acquire these skills to develop their work potential.  It enables people to practice counselling skills in a variety of settings.

 

LEVEL 4 DIPLOMA IN COUNSELLING PRACTICE

SYLLABUS:

 

YEAR 1

UNIT 1: FOUNDATION UNIT CORE THEORETICAL APPROACHES TO COUNSELLING & PSYCHOTHERAPY (90 HOURS)

 

Person-centred/Humanistic Counselling

  • Maslow- hierarchy of human needs
  • Carl Rogers and the person-centred approach
  • Contemporary developments and theorists of the humanistic approach.
  • Therapeutic alliance
  • Congruence/Incongruence
  • Psychological contact
  • The Counselling Process Model
  • Empathy / Advanced Empathy
  • Humanistic Existential view of the human condition
  • Self-actualisation
  • Core Conditions
  • Conditions of worth
  • Unconditional Positive Regard
  • True self/Ideal Self
  • Working with levels of competence
  • Self-Awareness
  • Phenomenology and Existentialism

 

Cognitive Behavioural Therapy

  • Personality theory of Aaron Beck
  • Faulty thinking and maladaptive interpretations
  • Albert Ellis and REBT
  • The ABCDE Framework
  • Behaviour and Cognitive Restructuring
  • Contemporary Developments and CBT theory
  • Language and terminology in CBT
  • Conditioning
  • Irrational Beliefs – Debating/Disputing Irrational Beliefs
  • Setting homework and other CBT techniques
  • Goals/target
  • Structuring endings and contracting
  • Referring Ethically

 

Psychodynamic Psychotherapy

  • Freud and Freud’s model of the mind
  • Id, Ego, Super Ego
  • Functions of the Ego
  • Psychosexual stages of development
  • Defence Mechanisms
  • Transference/Countertransference
  • Making interpretations
  • Resistance and bringing to awareness
  • Strengths and weaknesses of psych.D counselling
  • Erickson’s theory of psychosocial development
  • Carl Jung’s Collective Unconscious
  • Melanie Klein’s Projective Identification and Splitting
  • Winnicott – the nursing triad
  • Triangle of Insight
  • The hidden self and unfulfilled self
  • Risks in relation to competence
  • Margaret Mahler, Bowlby and Ainsworth
  • Attachment theory
  • Transactional Analysis
  • Psychoanalytic Theory
  • Object Relations Theory
  • Social Learning Theory

 

Unit Assessment:

  • Reflective Journal (800 words per learning day)
  • Essay (3,000 words)
  • Practical Skills Role Play (Formal assessment in Therapist, Client and Observer Roles)

 

UNIT SUPERVISION SKILLS (50 HOURS) (OPTION UNIT)

  • Models of Supervision:

o Hawkins and Shohet – formative, normative, restorative)

o Inskipp and Proctor

o Kadushin

o Carroll

  • Supervision as a developmental model
  • Key issues model
  • Training model
  • Case material for supervision
  • Skills for presenting material in supervision
  • Model specific supervision (Psych D, CBT, PC, ST)
  • Purposes of supervision
  • Tasks of Supervision
  • Review challenges to ethical practice when presenting case material in supervision (individual and group)
  • Confidentiality [especially in regard to suicidal client, drug trafficking, terrorism]
  • Dual Relationships
  • Contracting –
  • Mental Health Act
  • Develop an action plan from 3 recent supervision sessions
  • Responsibility of client work
  • Responsibilities of supervisor ; responsibilities of supervisee
  • Ethical Framework for Supervision
  • Health and Safety in regard to aggressive or violent clients: risk assessment, anger in the therapy room, de-escalation
  • Health and Safety in the counselling premises/ working in high risk areas

 

Unit Assessment

Reflective Journal

Action Plan

Professional Development Plan

 

 

UNIT: APPROACHES TO BRIEF THERAPY (50 HOURS) (OPTION UNIT)

  • Clarify the term brief therapy
  • Key components of models of brief therapy

o Depth Orientated

o Transference Focused

o Solution Focused

o Strategic Focused

  • Key ideas that the major schools of counselling and psychotherapy hold in relation to brief therapy
  • Counselling skills for brief therapy
  • Key challenges to ethical practice when working in a time-limited way
  • Key risks to the:(a) counsellor (b) clients
  • Self-awareness in working with brief therapy

 

Assessment:

  • Reflective Journal
  • Presentation
  • Practical Role -play Assessment (Observer, Therapist, Client roles)

 

 

UNIT: APPROACHES TO COUPLES COUNSELLING (50 HRS) (OPTION UNIT)

  • Clarify the term couples counselling
  • Key components of models of couples therapy
  • Key ideas that the major schools of counselling and psychotherapy hold in relation to couples counselling
  • Counselling skills for couples counselling
  • Assess the use and application of counselling skills for couples counselling
  • Key challenges to ethical practice when working with couples
  • Assess potential key risks to the:(a) counsellor (b) clients
  • Self-awareness in working with couples

 

Assessment:

  • Journals
  • Practical Role -play

 

 

UNIT: APPROACHES TO COUNSELLING WITH CHILDREN AND ADOLECENTS (50 HOURS) (OPTION UNIT)

  • Theoretical models of developmental stages and transition with respect to childhood and adolescence
  • Bowlby, Erikson, Klein, Winnicott
  • Key Ideas That the Major Schools of Counselling and Psychotherapy (Cognitive- Behavioural, Humanistic, Psychodynamic) Hold in Relation to Childhood and Adolescence
  • Issues Affecting the use and Application of Counselling Skills for Children and Young People
  • Skills to use in a Helping Interview
  • Ethical practice when working with children and young
  • Issues of Consent
  • Healthy and Safety Issues for Counsellor and Client
  • The Children Act 1999
  • Confidentiality (especially as it applied to minors) and Disclosure (NCS Guidelines)

 

Ethical Framework

  • Impact of Socio-Cultural Factors in Development
  • Issues of Power
  • Role Conflict (e.g. for self; with other supporting agencies)
  • Concept of Life Transitions
  • Transition in Relation to Counselling
  • Particular Transitions of Childhood and Adolescence
  • Stresses of These
  • Implications for Practice
  • Counselling Skills (especially contracting)
  • Communication (appropriate levels)
  • Conflict
  • Supervision
  • Operate Referral Procedures
  • Ensure a Structured Counselling Setting
  • Develop the Counselling Relationship
  • Monitor Self within the Counselling Process
  • Making use of Supervision
  • Enable Clients to Access and Use Information
  • Assist Clients to Decide on Options for Meeting their Requirements
  • Provide Support for Clients in Planning a Course of Action

 

Assessment

  • Reflective Journal
  • Case study
  • Practical skills role-play assessment

 

 

UNIT: COUNSELLING IN CONTEXT FOUNDATION UNIT 2 (50 HOURS)

• Trans-cultural perspectives in counselling practice

• Identity, culture and ethnicity

• Counselling in healthcare settings

• Educational counselling

• Gender counselling

• Sexual orientation counselling

• Anti-discrimination practice

• Counselling in the workplace

• Bereavement and grief counselling

• Counselling in the voluntary sector

• Counselling victims of major disasters

• Economic, social and political issues

• Group counselling

• Counselling the elderly

• Drugs and substance abuse

• Ethical dilemmas inherent in the practice of counselling within a multiplicity of contextual settings

• Health and Safety

 

Assessment

  • Reflective Journal
  • Essay
  • Discussion Group

 

 

 

YEAR 2

UNIT: INTEGRATING THEORY AND PRACTICE FOUNDATION UNIT 3 CORE THEORY MODEL: E.G. SCHEMA THERAPY (60 HOURS)

  • Summarise key concepts of Core theory (Schema Therapy)
  • Contributions of the different theorists associated with Schema Therapy
  • Self-awareness in relation to Schema Therapy
  • Describe & evaluate the interventions of Schema Therapy
  • The key strengths, challenges to & limitations of Schema Therapy
  • Skills required to establish the counselling relationship within Schema Therapy
  • Evaluate the skills required for evaluating and concluding the counselling relationship within Schema Therapy

 

Assessment

  • Reflective Journal
  • Structured Writing Assignment
  • Case Presentation

 

 

UNIT: EVALUATING COUNSELLING PRACTICE FOUNDATION UNIT 4 (50 HOURS)

  • Research methods
  • Process recording
  • Conducting a meaningful enquiry into candidates’ own counselling practice, through work-based learning
  • Outcomes evaluations – process, self-report, value of outcomes to imp
  • Reflecting on practice
  • UK and EU business systems, procedures
  • UK and EU requirements for counselling practices and practitioners

 

Assessment

  • Project 2000-2500 words presenting findings which analyse your practice in terms of problems and issues arising from your core theoretical approach to counselling
  • Peer presentation to describe the business and legal considerations for counselling practices in general, and for your own practice in particular.

 

 

UNIT: THERAPEUTIC PRACTICE FOUNDATION UNIT 5) (50) HOURS)

  • Ethical considerations and decision-making
  • Healthy & Safety issues
  • Client contracting
  • Legal issues e.g. record-keeping, data protection
  • Role of Supervision & Ethical Practice
  • Supervisor – Counsellor working alliance
  • Contribution & effectiveness of supervision with regard to counsellors’ & clients’ needs.
  • How development of self-awareness contributes to the effectiveness of the therapeutic relationship & process

 

Assessment

  • Study of Supervised Practice

 

UNIT: COUNSELLING PRACTICUM FOUNDATION UNIT 6 (50 HOURS)

  • Working within legal & ethical requirements as a counselling practitioner
  • Knowledge & understanding of a professional ethical framework & its application to counselling practice
  • Respond effectively to complex client issues & ethical dilemmas
  • Professional issues for the candidate in regard to counselling placement
  • Potential areas of conflict between the candidate & counselling placement
  • Effects of using supervision on own practice

 

Assessment

  • Reflective Journal
  • Supervision log
  • Supervisor’s Report
  • Portfolio of evidence

 

Notes:

Total number of guided learning hours = 450 hours

This course is delivered over two years.

 

 

Download the above syllabus here

Download application form for Level 4 here

 

All enquiries and application forms to be sent to info@counsellingpastoraltrust.org