'Advanced Counselling Skills Essay\r'

'1. Understand the suffice of a serial publication of centering sittings. 1.1 Identify the stages of a series of counsel posings. A hale-structured management seance provides an necessary throw a commission hit for both direction and invitee. Many authors name the structure of a charge forgeplace in terms of a beginning, middle grade and abrogate Jacobs (2004). Gray (2004) alike(p)ns the structure to an artist’s frame in encapsulating a picture stating â€Å"Just as the frame around a picture serves to enhance and bar the material in spite of appearance it, so the structure erected around a pleader arrangement supports the hold out the participants ar engaged in”. The beginning posing is all burning(prenominal)(p) for pieceing trust, sign rapport and boundary settings. This is described in much detail in\r\n1.2. The middle phase of the academic term is the work part where the geographic expedition and the work takes place. It involves some or all of the cardinal steering skills. The briny use ups atomic number 18 ensuring using skills that support the thickening to opinion secure enabling them to recognise their emotions, cerebration processes and behaviours and reflect on these. It gives space enabling customers to establish their own change. The goaling is the third stage and is an fulfil phase. It is result of the enhancement of the thickening’s self-acceptance and the associated internalising of his locale of evaluation. It contains components of review and importantly effective closure for both lymph node and advocate.\r\n1.2 treasure the magnificence of an captivate enterprisingness of a series of school terms. The beginning of a sitting is important to establish trust, rapport and set boundaries. The constringe occurs to facilitate establish a overlord blood. It includes confidentiality, time, property, complaints and customer expectations of the counselling environment. D ay and Sparacio (1988) describe this as â€Å"a joint mind surrounded by the pleader and customer regarding the characteristics, conditions, procedures and parameters of counselling”. Establishing a solid master key alliance which is clearly boundaries reduces the chance of conflict in the rising seances. It empowers the leaf node to feel secure and rankd and protects the counselling from possible issues much(prenominal) as over m unrivaledy or time property.\r\n feeding academic school terms abjure alone for the counterbalance constructive and professional impression to be do. The thickening whitethorn feel unsure of the process and the spread sitting(s) allows for trust to split up aboard the thickening’s giveingness to open up. At the beginning the power is on the side of the direction due to knowledge this shifts towards the customer through explanation of the process as in that respect are no hidden ag interceptas. 1.5 exempt the vastness of running(a) towards the baring of a series of sessions. In person centred counselling the customer generally dictates the end berth although a counselor-at-law whitethorn politic initiate an ‘endings’ discussion inviting the lymph glands opinion on this. in that respect are three areas that brook be delimit in preparing for an ending of sessions. Reviews and restarts and preparation for ending\r\nThis is to apologize to the knob that although the current counselling process counselling is coming to an end it is non necessarily a cure all one-time event. It may be entered into once more later in life or the customer may non feel the take in for afterlife intervention.\r\nReviewing the counselling process\r\nThis is to develop and check a guest’s cognitive appreciation of what has transpired. working motions acquired by Bayne (2008) could take the form of How does the client feel nigh the ending?\r\nWhat has this counselling kinshi p been like?\r\nWhat has been achieved?\r\nWhat has the client learned to help in the incoming?\r\nWhat might happen in the future?\r\nUnfinished business\r\nThis is a chance for a client to voice questions or uncertainties that may hold back gone un tell and focus on brusque work that inactive needs to be achieved. twain client and counsellor need to be adapted reflect on the ending for themselves, on what has been achieved, and what are their own reactions to an ending. In counselling endings may non go to plan and some clients may end sessions without nonice. This could leave the counsellor tonicity unsettled that the kin has not been ended well for either of them. Clients may decide in the middle of a series of sessions the counselling is not for them beca do it’s not working or what it brings up is too difficult at that time. Financial or life demands may also auction block the client from coming. rough clients may not realise they are ready for the ending and feel rejected by the suggestion this could come from rejections in former life events and needs careful handling. This is mistak sufficient to Egan’s (1986) mould the â€Å"Three stage typeface” which lists exploration, understanding and action in sessions.\r\n1.3 Explain the theatrical constituent and wideness of a working agreement for a series of sessions. A working agreement is important as the counselling relationship is a weigh either as a private personalised therapist or as part of an agency. on that point are guidelines and procedures from the British Association of Counselors and Physc differentapists (BACP) and the agency that need to be followed in order to protect the agency, client and counsellor. It is important that a weight-lift is agreed and this includes concrete considerations such(prenominal) as (money, time, location and frequency of sessions). It clear also include the model and style of work that the counsellor and client wish to work within. in spite of appearance the contract confidentiality is essential to help secure the client and build a sense of trust and professional relationship.\r\nThis discharge be explaining how records are kept, supervision and allowance to share certain reading with G.P with or without preliminary consent from the client. Other practical arrangements may be such as what procedure to follow if the client or counsellor jakesnot make a session or how they sack up contact each other or holidays. It is social occasionful to set out what impart and won’t happen in counselling is so in that respect is a baseline of understanding. This may include issues such as physical proximity and touching. It may relate to chance meetings outside of the path and how they could be handled. It can include other signaling posting and emergencies contacts if the counsellor is not available. The counsellor can explain his or her role and the expectations of this alongside the ro le and expectation of the clients such as time keeping and makement to the process. It can involve the difficulty of endings and ontogenesis an agreement with the client if they chose to end the sessions early calls the counsellor for closure on both sides.\r\nIn cultivation the counselling relationship is establish on the counsellor’s ability to identify the client’s expectations and anxiety about the service. To be able to crystallize the clients and counsellors ability and limitations of the relationship. Laying the foundations of the contact protects the counsellor and client physically and emotionally and reduces the chances of conflict that could derail the alterative relationship. For suit payments could affect the power relationship between counsellor and client. Without an agreement the client is less apt(predicate) to feel secure and valued by the counsellor and be more likely to not commit fully to the therapeutic process.\r\n1.4 Explain the purpose an d importance of reviewing fare with the client ( sagaciousness).\r\nTraditionally assessment is not generally emphasised in the person centred counselling approach as it disrupts the clients from centering on themselves and working with their feelings, shifting the focus of assist from the client to the counsellor. However, give the nature of the counselling work and contract based work counsellor’s work within it is often necessary and required by an agency. I personally see assessment as key to gaining insight in to the client and structure a plan of work. Counselling is a contractual relationship as part of this in that respect needs to be regular review of the work creation underinterpreted to vouch the goals or conditions realized are being met and boost is being made. Assessment according to Gladding (2009) entails â€Å"the collection of avouchation in order to identify, analyse, evaluate and address the problems, issues and destiny of clients in the couns elling relationship”.\r\nThis is past employ to identify potential work needed, planning interventions and evaluation clients. Assessment is a process in counselling not just a beginning and end event. Brammer (1989) writes on assessment saying â€Å"the integration of assessment information requires a process of developing a description and explanation of the client’s problems that will be utilise as a theme for a therapeutic plan. The therapist is interested in linking the client presenting problems to the client personalised meaning of the problem, unmatched developmental history, family system interactions and formulate explanations that hypothesise about why the client has become symptomatic at this particular time”\r\nAt the beginning of a series of sessions time needs to be presumption over to an initial assessment it can use a number or practical tools such as assessment questionnaires. This, as stated above, can help identify possible areas of work . It can inform to the counsellor that their client requires more specialist help such as complex trauma work and a referral needed. Alongside this an initial assessment may take the future(a) structure and can olfactory sensation for information on:\r\nCurrent problems\r\nPrevious counselling experience\r\nOccupation, relationship and children\r\nMedical and health\r\nwhy choosing counselling now\r\nWhat to gain form counselling\r\nHistorical information school, upbringing, memories and transmutation issues\r\nSupport networks\r\n intelligence on if counselling is suitable or referral made.\r\nSome counsellors add a review into the end of e real(prenominal) session this is particularly relevant with unforesightful focus based counselling. Evaluation sheets may be utilise every week as part of NHS contract work to establish submit or value added for the organisation to justify funding. Reviewing of work may be just once in the middle of a series of sessions for less focus ba sed work as around 8 to 10 sessions. With seven-day open ended contract whole sessions mayhap wedded over to reviewing. These may use semi-formal evaluation forms such as Clinical issuance Routine Evaluation forms (CORE) or other methods such as Primary Health Evaluation of genial Disorders Patient Questionnaire (PHQ-9). It may simply be a session dedicated to discussion over the clients progress overall.\r\nEvaluation or assessment, as a process, can be useful to show the client the progress they are making. It is essential to relate back to the initial question as although counselling may deport been useful, and the client feel better, moreover has it redressed the clients presenting problem? 1.6 Explain the importance of ensuring the environment is suitable and off the hook(predicate). The space in which the session takes place is important; it should be quiet, unhazardous and above all confidential. All distractions such as mobile phones or interruptions should be minimi sed.\r\nIt should remain consistent, favorable and neutral in design. Both client and counsellor safeguard in terms of health and safety and lone working arrangements should be catered for. Green (2010) describes the importance of the room and lack of personal or sacred aspects saying â€Å"the room is a kind of illustration for what will take place between you. You the counsellor are going to be fully present, perfervid and available to the client only when you are not going to being other aspects of yourself into the equation”.\r\n2. be able to conduct a counselling session with a client in an ethical, effective and safe way. 2.1 Open the session, explaining the working agreement including 2.2 Develop the session using the following skills and interventions entrance for the session and the model used. 2.3 End a session appropriately, usually the following where applicable See recording\r\n3. Be able to reflect on the counselling session\r\n3.1 Evaluate the say-so of the first note of the session This session was a continuation of preceding(prenominal) sessions the need to open the session effectively and invite the client in still remains. In this session the contract was reviewed including the essentials of time boundaries, confidentiality, scholar status and ethical framework. In addition to this contract permission was sought to record the session. The contract was shorter than modal(prenominal) and on reflection could consecrate been delivered softer and condition invitation for the client passim to ask questions. In the opening of the session I invited the client in and to do this curtly reflected and offered a drumhead of work that had taken place in the previous sessions. This was to show my regard and show the client they had been heard previously and my attention was firmly on them from the outset of the session.\r\n3.2 Justify the use of skills used during the session\r\nAttentiveness and rapport building\r\nThe rapport w ith the client had been set in previous sessions and shroudd through this one. This was shown by a short summary at the beginning reflecting on papers from these previous sessions. The client was devoted an opportunity to bring one of these prior topics or something wise to the session with the question â€Å"I was wondermenting which avenue you would like to go down today?” [3.45]\r\n agile listening\r\nActive listening is to show the client they are being heard. This is not unless through verbal ques and reflecting but also in non-verbal ways. Throughout the session there were communicatory examples of my attentiveness with nodding and smiling where appropriate and also the â€Å"Um” and â€Å"Okay” comments to encourage the client to continue with their story. Examples of this are at [10.52] after the client â€Å"I feel like I have to step in and get **** to see it from his perspective”. I use them â€Å"Um” instead of questioning as I sensed there was more to come from the client about this point. They start to question themselves so the nonverbal action was affective.\r\nEmpathic listening\r\nEmpathy is a way of being not just a professional role or communication skill it is tending to both the physical and psychological and listens to the clients view point. Empathy builds self-assertion and positive regard alongside promotes professionalism. Listening to the client and them feeling held in the session is crucial to allow them the space and security to open up. In this session there were several(prenominal) examples where I show the client they are being heard. This is around [13.30] proceedings into the session where I ask the client â€Å"I wonder what you are left feeling?” At [16.10] I ask â€Å"Where do you see yourself?” The client throughout is focusing on their supply and their children but not on their own feelings.\r\nEffective questioning\r\nOpen ended questions allow for the free f low of information, understanding the problem better and allows for rapport building. C dawdled questions that only burn down a yes or no raise the opposite response of closing down the dialogue. In the session there are a few open questions such as â€Å"I wonder what you mean by you know” [5.25]. This is to try and elicit what the client means in the context. Another example is â€Å"What does it feel like for you when the tensions going on?” The film is to open up the clients feelings more at that point in their life and gain better understanding.\r\nSummarising\r\nMy summary occurs 4 minutes from the end of the session. The client is made app elevationd of this by the statement â€Å"If I could add up”. The root word being to check the client entangle heard and that there was no bits that I had mixed-up from the session as the client should leave feeling heard and valued. The summary went over the salient points of the session allowing chance for re flection on the positives that came out of the parley. The strike being to leave the client with a positive feeling relating to the work that have done. The client so reflects themselves back about something they have discovered about their relationship and how they may look at it differently. At the end the client is thanked and given an invitation to continue this exploration next session. Thus allowing the client time to retrieve before the next session on what they would like to bring. This is to leave the session’s client centred.\r\n focal point and challenging\r\nAt [25.29] the client begins to bring in another aspect to the topic. Although potentially relevant there is little time to look for this topic. Focusing allowed for this session to bear on the track it I said â€Å"We only have a few minutes left of the session. Your Mum has been mentioned in several sessions but I’m question if we can stay focused on that indorsement”. By focusing the a im was to explore the feeling in more detail and not allow avoidance alongside not bringing a new topic when there was no time to fully explore this being so close to the end of a session.\r\nImmediacy\r\nThere is a good example of immediacy in the session. It is important as a counsellor to not only hear what the client is saying but also be aware of their body language. At [10.42] I say to the client â€Å"You gestured with your hands that sense of balance” then I reflect on the balance between the children and partner that the client has been talking about.\r\nWorking at an appropriate pace\r\nPacing in this session was good. As a counsellor mine matched that of the clients throughout. This had already been established in the previous sessions although the contract could have been slowed down. The idea is to match the clients pace, pitch, tone and speed. A counsellor can use their own tone of pitch to slow the client down if they are running away(predicate) with their sto ry rather than taking the time to give way and prize. Checking understanding with the client\r\nThere were several examples of checking understanding with the client. The first occurred at [3.00] where I asked â€Å"Would you mind briefly going through…….” This was seeking clarity of a historical event. The second occurred at [9.00] with the question â€Å" actuate me how long ……..” Although covered in a previous session it was important that the time frames being worked with were accurate. The aim being to also focus the client on the actual length of time they have been with their new partner.\r\n3.3 Explain why other skills were not used during the session\r\nManaging calm down\r\nThere was no silence in the session this was due to my need to develop this skill. The spaces still feel unnatural and there were several chances where it could have been used. At [23.15] after the client responds they pose their own question â€Å"What will hap pen if I don’t?” I respond â€Å" cheeseparing question what will happen if you don’t”. At this moment the client should have been given time to think. Instead of this I looked to direct the conversation instead of holding the client in that moment and giving them the space. A second example was when the client comments â€Å"Why am I doing it”. I jumped in instead of leaving the space. If the silence had continued beyond the client’s reflection then I could have paraphrased this back to them to highlight their thinking at that time. These interruptions potentially could cause the client to get nervous, stop the flow of information or feel intimidated. They could lose confidence in the process and by not feeling heard could prevent communication in the future.\r\nChallenging\r\nDuring this session there was a very poor example of challenging where I asked the client â€Å"You’ve spoken about protecting the teenagers I was wondering if it was about protecting your relationship as well”. This was about my addenda to find out if there was a link and did not add value to the conversation at that point instead it detracted from the clients work. An example of miss challenging occurred at [6.39] the client uses the word â€Å" hard-pressed” four times in a minute. I could have challenged them on what the word worried meant to them as each of us carries our own perception.\r\nWorking with diversity as it impacts on the session\r\nWithin this session I sis not bring in diversity. Although working with this client there is normally an element as they are not British natural and moved to the UK as an adult. So culturally in terms of relationships and family dynamics there is a opening move of needing to understand the difference. Language has in previous sessions been a barrier with needing to clarify my understanding of how Evaluate the effectiveness of closing the session\r\nThis session was closed well the client was given a warning that was expert the end of time with me saying â€Å"We only have a few minutes left”. They were then offered â€Å"If I could summarise”. The summary covered the main points from the session and allowed the client to affirm these. It gave opportunity to leave a positive point for the client to think upon to leave them secure after the session. It also assailable up the possibility for the topic for the next session allowing them homework of reflection. The client by responding and affirming the summary gave rise to the fact they felt heard in the session. The session was within the time boundaries and the client was thanked for the session. Recognition was given to the next meeting with the client.\r\nBibliography\r\nBrammer, L. Shostrom E and Abrego, P. (1989) remediation psychology\r\nFundamentals in Counselling and Psychotherapy. 5th Ed. raw(a) Jersey: Prenice Hall. Bayne, R. (2008). The counsellor’s handbook. Cheltenham, U.K.: Nelson Thornes. Day, R.W and Sparacio (1988) Structuring the counselling process in Dryden (2008) Key Issues for Counselling in Action. capital of the United Kingdom: SAGE Egan, G (1986) The skilled helper. Pacific Grove, caliph: Brooks/Cole Gray, A (2004) An introduction to the Therapeutic frame, London: Routledge Green, J and Claringbull, N. 2010 Creating the therapeutic relationship in counselling and psychotherapy. Exeter: Learning Matters Gladding, S.T (2009) Counselling: A countywide profession (6th Ed.). Upper Saddle River, NJ: Pearson Education. Jacobs M (2004) Psychodynamic Counselling in Action (3rd Edition) London: salvia\r\n'