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Coalisland 2015
Level 4 Diploma in
Counselling Practice
1
Contents:
This qualification is comprised of four modules in total, normally taken over two academic years.
Module 1: Counselling Practicum…………………………………………………………………...……P.2
- Reading Lists………………………………………………………………………………………..P.3
- Learning Outcomes & Assessment Criteria……………………………………………………..P.4
- Assessment Requirements……………………………...………………………………………....P.4
Module 2: Embarking on Practice…………………….…………………………………………..………P.5
- Reading Lists……………………………………………………………………………………..…P.6
- Learning Outcomes & Assessment Criteria…………………………………………………..…P.7
- Assessment Requirements…………………………………………………………………….......P.8
Module 3: Certificate in Cognitive-Behavioural Theory………………………………………..…..…P.9
- Reading Lists………………………………………………………………………………....……P.10
- Learning Outcomes & Assessment Criteria……………………………………………………P.11
- Assessment Requirements……………………………………………………………………….P.12
Module 4: Approaches to working with Trauma……………………………………………………...P.13
- Reading Lists………………………………………………………………………………………P.14
- Learning Outcomes & Assessment Criteria……………………………………………………P.15
- Assessment Requirements……………………………………………………………………….P.15
2
Level 4 Unit 10: L4-U10
Title: Counselling Practicum
The aim of this unit is to record and evaluate 50 hours of the candidate’s counselling practice in a
supervised placement, working within an Ethical Framework and demonstrating the use of
appropriate counselling supervision.
Indicative Subject Content
The difference between a legal and an ethical requirement
Ethical decision making
Determining responsibility
Researching relevant guidelines
Identifying and taking best course of action
Evaluation
Counselling, confidentiality and the law
Contracts
Duty of care
Liability
Risk management
Access to Records
Working in a multidisciplinary team
Effective use of counselling supervision
Identify the model of supervision being used
Decide about issues to take supervision
Identify the learning gained from supervision
Evaluate the subsequent impact on their client work
Develop self-awareness as a counselling practitioner
Examine the underlying values and assumptions they are taking into their client work
Consider and discuss the power they potentially wield as counsellors
Begin to make use of their own reactions and responses to clients in choosing interventions
Understand the importance of self-care
3
Reading list
1. Required reading
Bond, T. (2009) Standards and Ethics for Counselling in Action (3rd Ed) London, Sage Pubs, ISBN-10:
1412902398
Feltham, C and Horton, I (2012) The SAGE handbook of Counselling and Psychotherapy (3rd Edition)
London: Sage Pubs, Part IV ISBN: 9780857023261
Jenkins, P. (2002) Legal Issues in Counselling & Psychotherapy London, Sage Pubs.ISBN-10:
0761954813
2. Recommended reading
BACP Information Sheets:
G1 Access to Records of Counselling and Psychotherapy
G2 Breaches in Confidentiality
P4 Guidance for Ethical Decision Making
T3 Guidance for Trainee Placements
Mitchel’s, B. and Bond, T. (2010) Essential Law for Counsellors and Psychotherapists, London, Sage
PubsISBN-10: 1848608861
4
Unit L4-U10: Counselling practicum: Level 4
Assessment requirements:
1. Supervisor’s report that evidences a counselling placement of at least 50 hours.
2. Externally-assessed Study of Supervised Practice of 3000 words.
Title Counselling practicum
Level 4
Credit value 15
Learning outcomes Assessment criteria
The learner will be able to: The learner can:
1. Understand working within legal and
ethical requirements as a counselling
practitioner
1.1 Demonstrate knowledge and
understanding of a professional ethical
framework and its application to
counselling practice
1.2 Respond effectively to complex client
issues and ethical dilemmas
1.3 Describe the key professional issues
arising in the counselling placement
2. Understand the effective use of
counselling supervision
1.1 Demonstrate knowledge and
understanding of a professional ethical
framework and its application to
counselling practice
1.2 Respond effectively to complex client
issues and ethical dilemmas
1.3 Describe the key professional issues
arising in the counselling placement
3. Develop self-awareness as a counselling
practitioner
3.1 Evaluate how developing self-awareness
can contribute to the effectiveness of the
therapeutic relationship and process
5
Level 4 Unit 9: L4-U9
Title: Embarking on Practice
Indicative Subject Content
This unit should be taught from a single core theoretical model i.e.. Psychodynamic, Humanistic or
Cognitive-behavioural. The content should consider how the core model views the person; the
implications for the self; practice of working within the model; and, the practical use of the core
model with clients and in a variety of settings.
The philosophy of the core model
Theorists associated with the core model
History (social and cultural) relevant to the more model
Key concepts
Beliefs about the nature of the person inherent in the model
Self in relation to the model
Effects on practice
Limitations for both client and counsellor
Working ethically
Structuring the work
Skills specific to the Core Model
Working with a ‘contract’
Supervision in the core model
6
Reading list
10-15 readily accessible texts (current editions), no journals.
1. Required reading (3-4 texts only)
Bond, T (2009) Standards and Ethics for Counselling in Action (3rd Edition). .London: Sage.
Joseph, S (2010) Theories of Counselling and Psychotherapy: an introduction to the different approaches.
Basingstoke: Palgrave Macmillan.
Relevant texts from
Howard, S (2009)Skills in Psychodynamic Counselling and Psychotherapy.London: Sage.
Jacobs, M (2010)Psychodynamic Counselling in Action (4th edition).London: Sage.
McLoughlin,B (1995) Developing Psychodynamic Counselling. London: Sage.
Mearns, D (2002) Developing Person-Centred Counselling (2nd Edition)London: Sage.
Mearns,D; Thorne,B and McLeodJ (2013) Person-Centred Counselling in Action (4th Edition). London:
Sage.
Scott, M J; Stradling SG and Dryden, W (1995) Developing Cognitive-Behavioural Counselling. London:
Sage.
Tolan, J (2012) Skills in Person-Centred Counselling & Psychotherapy (2nd Edition).London: Sage.
Trower,.P; Jones,J; Dryden, W and Casey, A (2011) Cognitive Behavioural Counselling in Action (2nd
Edition). London: Sage.
Wills, F (2008) Skills in Cognitive Behaviour Counselling & Psychotherapy. London: Sage
2. Recommended reading
Hawkins P and Shohet R (2007) Supervision in the Helping Professions (3rd Edition).
Buckingham: Open University Press.
Howe D (1993) On Being a Client: Understanding the Process of Counselling and Psychotherapy. London:
Sage Publications.
Kahn M (1997) Between Therapist and Client: the new relationship, New York: W H Freeman.
Wosket V (1999) The Therapeutic Use of Self: counselling practice, research and supervision. London:
Routledge.
7
Unit L4-U9: Embarking on practice: Level 4
Unit Title Embarking on practice
Level 4
Credit value 9
Learning outcomes Assessment criteria
The learner will be able to: The learner can:
1. Understand key concepts of the chosen
core theoretical model
1.1 Summarise the key concepts of the core
theoretical model
1.2 Evaluate the key interventions of the
core theoretical model
1.3 Develop self-awareness in relation to the
core theoretical model
2. Understand the strengths and limitations
of the chosen core theoretical model
2.1 Summarise the key strengths and
limitations of the core theoretical model
3. Understand the process and practice of
counselling within the core theoretical
model
3.1 Evaluate the skills required to establish
the counselling relationship within the core
theoretical model
3.2 Evaluate the skills required for developing
and sustaining the counselling relationship
within the core theoretical model
3.3 Evaluate the skills required for
reviewing and concluding the counselling
relationship within the core theoretical
model
4. Understand the importance of
supervision in counselling practice
4.1 Analyse how supervision helps to monitor,
support and challenge ethical practice
4.2 Explain the key benefits of the
supervisor-supervisee relationship
4.3 Evaluate the contribution of supervision
to the client-counsellor relationship
8
Assessment requirements:
1. Supervisor’s report that evidences a counselling placement of at least 50 hours.
2. Internally-assessed journal
3. Externally-assessed exam paper
This unit is intended to provide students with a solid theoretical background in one of the three
major schools of counselling: humanistic, psychodynamic or cognitive-behavioural. This
theoretical knowledge will support students as they begin client work.
9
Level 4 Unit 13: L4-U13
Title: Certificate in Cognitive-Behavioural Theory
Indicative Subject Content
Theoretical development content:
Pavlov and Classical Conditioning
John Watson and phobias
Wolpe and systematic desensitisation
Skinner and behaviour therapy
Ellis and REBT
Beck and cognitive therapy
Subject and process content:
Cognition as the primary determinant
The ABC model
Automatic thoughts
The acquisition of schemas
Irrational beliefs; cognitive distortion
The maintenance of irrational thinking
The modification of irrational thinking and schemas; rational thinking
The nature of the counselling relationship
Learned behaviour; conditioning; Reinforcement
Behaviour modification
Assessment
Structured sessions
Goal-setting; targets; homework; tasks; graded exposure; scheduling
Experiments
10
Reading list
1. Required reading (3-4 texts only)
Neenan, M., & Dryden, W. (2010).Cognitive Therapy in a Nutshell.London: SAGE.
Nelson-Jones, R. (2010). Theory and practice of Counselling and Therapy.London: SAGE.
Trower, P., Casey, A.,& Dryden, W. (2011)Cognitive-Behavioural Counselling in action.London: SAGE.
Westbrook, D.,Kennerley, H.,& Kirk, J. (2011).An introduction to Cognitive Behaviour therapy; Skills
and application.London: SAGE.
2. Recommended reading
Beck, A. T. (1991).Cognitive Therapy and the emotional disorders. London: Penguin.
Corey, G,(2013).Theory and Practice of Counseling and Psychotherapy (9th ed.).Belmont. California:
Brooks/Cole.
Egan, G. (2013).The Skilled Helper(10th ed.). Belmont, California: Brooks/Cole.
McLeod, J. (2013).An Introduction to Counselling (5th ed.).Maidenhead, Berkshire: Open University
Press.
11
Unit L4-U13: Cognitive-behavioural theory: Level 4
Unit Title Cognitive-behavioural theory
Level 4
Credit value 15
Learning outcomes Assessment criteria
The learner will be able to: The learner can:
1. Understand the key concepts of a
cognitive-behavioural approach to
counselling
1.1 Evaluate the key theoretical concepts of
a cognitive-behavioural approach to the
nature and development of human beings
1.2 Evaluate the key theoretical concepts of
a cognitive-behavioural approach to the
development and perpetuation of
psychological problems
1.3 Evaluate the key theoretical concepts of
a cognitive-behavioural approach to the
nature and process of therapeutic change
1.4 Review and clarify the contribution of
three key theorists to a cognitive-
behavioural approach to counselling
2. Understand the strengths and limitations
of a cognitive-behavioural approach to
counselling
2.1 Analyse the strengths and limitations of
a cognitive-behavioural approach to
counselling
2.2 Critically evaluate the historical
development of a cognitive-behavioural
approach to counselling
3. Understand the contribution of a
cognitive-behavioural approach to
therapeutic practice
3.1 Review and evaluate how a cognitive-
behavioural approach to counselling seeks to
establish the counselling relationship and
process
3.2 Review and evaluate how a cognitive-
behavioural approach to counselling seeks
to develop and sustain the counselling
relationship and process
12
3.3 Review and evaluate how a cognitive-
behavioural approach to counselling seeks
to conclude the counselling relationship and
process
3.4 Explain how a cognitive-behavioural
approach to counselling seeks to assess the
efficacy of counselling casework
Assessment requirements
Internally-assessed discussion paper of 4500-5000 words
This unit will provide candidates with an overview of the key concepts of cognitive-behavioural
theory and allow them to explore the particular opportunities and challenges of working with
clients in this model. This unit aims to enable candidates to develop a theoretical and practical
understanding of a cognitive-behavioural approach.
13
Level 4 Unit 17: L4-U17
Title: Approaches to working with Trauma.
Indicative subject content
Theoretical background, to include:
History of trauma, to include the inclusion of PTSD into DSM manuals, and current
definitions in DSM 5. Historical aspects also to focus on theory of Critical Incident
Debriefing and current opinions in the field.
Biological aspects of trauma, to include fight or flight responses, knowledge of neurological
aspects of trauma.
Potential and/or likely emotional, behavioural, physical and cognitive responses to trauma.
Definitions of trauma, knowledge of the difference between Post traumatic stress and Post
traumatic stress disorder.
Broad knowledge of therapeutic approaches to counselling clients with trauma. Overview of
Humanistic, Cognitive Behavioural and/or Psychodynamic approaches and belief systems in
relation to trauma as a presenting issue.
In depth knowledge of chosen theoretical approach and position in relation to counselling
clients with trauma.
Acknowledgment of alternative theoretical approaches including EMDR, NLP
Application of Counselling Skills:
Consideration should be given to ensure that health and safety issues of both client and
counsellor when working with trauma. Specific focus should be placed on potential risks
arising from this presenting issue and contracting should be discussed and present during
skills practice.
Appropriate and effective skills when working with clients with trauma
Appropriate skills to develop a working alliance
Appropriate skills for building and maintaining the counselling relationship.
Knowledge of appropriate endings for clients with this presenting issue.
Knowledge of appropriate system for client referral and the potential dynamics surrounding
this event
Other areas of inclusion:
Consideration of self-care in relation to potential work in this area, to include information around
vicarious trauma for the counsellor.
Encouraging development of self-awareness in relation to trauma and individual growth.
14
1. Recommended Reading list
Cozolino, L. (2002) The Neuroscience of Psychotherapy. New York. London: Norton.
DSM 5
Hunt.N.C &McHale. (2010) Understanding Traumatic Stress. London: Sheldon Press
Scott.M.J &Stradling.S.G. (2006) Counselling for Post-Traumatic Stress Disorder. 3rd Ed. : Sage
Spiers.T. (Ed) (2001) Trauma: A Practionners Guide to Counselling. New York. East Sussex: Routledge.
Tolan, J & Wilkins P. (2012) Client issues in Counselling and Psychotherapy. London. Thousand Oaks.
New Delhi: Sage
2. Recommended reading
Joseph, S. (2011) What Doesn’t Kill Us: The new psychology of posttraumatic growth. New York: Piatkus.
Joseph, S. &Worsley, R (Eds) (2005) Person Centred Psychopathology: A positivePsychology of Mental
Health.Ross on Wye: PCCS Books Ltd.
Sanderson, C. (2013) Counselling skills for working with trauma.London.Philladelphia: Jessica
Kingsley Press.
Scott, M.J. (2013) CBT for Common Trauma Responses.London. ThousandOaks. NewDelhi: Sage.
Skovholt, M. & Trotter Matthison, M.The Resilient Practionner: Burn out and Self-care strategies for
Counsellors, Therapists, Teachers, and Health Professionals. 2nd Ed. New York. East Sussex: Routledge.
15
Unit L4-U17: Approaches to working with trauma: Level 4
Unit Title Approaches to working with trauma
Level 4 Credit value 15
Learning outcomes Assessment criteria
The learner will be able to: The learner can:
1. Understand the features of trauma.
1.1 Clarify the term trauma
1.2 Distinguish between the different types
of traumatic disorders
1.3 Demonstrate familiarity with diagnostic
criteria for traumatic disorders
2. Understand the context of counselling
people with trauma.
2.1 Illustrate the appropriate use and
application of counselling skills for people
experiencing trauma
2.2 Assess the appropriate use and
application of counselling for people
experiencing trauma
3. Understand ethical practice when
working with people who are experiencing
trauma
3.1 Review key challenges to ethical practice
when working with people with trauma
4. Understand risk management in a
counselling interaction
4.1 Assess potential key risks to counsellor
and client
5. Develop an awareness of self in relation to
others
5.1 Identify ways in which self-awareness
has developed throughout this specialist
unit
Assessment requirements:
Internally-assessed journal of up to 800 words per session.
This unit will introduce candidates to the application of counselling skills in this special area of
practice and enable the practice of newly acquired skills. The unit will enable candidates to
develop a theoretical and practical understanding of working in this specialised context.