Study and Learn Techniques for Counselling People
Learn about different therapies that can help clients. If you are a counsellor or want to be one, this is an indispensible part of your training or professional development.
The course is divided into eight lessons as follows:
- Psychoanalytic Psychotherapy l: Freud (& Erikson); Jung
- Psychoanalytical Psychotherapy ll: Adler
- Humanistic/Existential Approaches I: Gestalt Therapy; Fritz Perls
- Humanistic/Existential Approaches II: Person-Centred Counselling; Carl Rogers
- Rational Behavioural Therapy: Albert Ellis
- Cognitive Behavioural Therapy: Aaron Beck
- Behavioural Therapy:
- Solution-Focused Counselling:
- Understand psychoanalytical counselling theory; in particular, its origins and application, different techniques, and the work of Sigmund Freud, Albert Jung and Erik Erikson.
- Understand the principal differences between Adlerian and Freudian theory, the key concepts of Adlerian theory, and the 4 stages of the Adlerian counselling process.
- Understand the chief elements of the Gestalt approach, to discuss resolution of problems and to describe different effects and techniques of Gestalt therapy.
- Delineate the person-centred approach to counselling; to understand its principles, goals, assessment techniques and appropriate application
- Explain Albert Ellis’s views and the evolution of Rational Emotive Behaviour Therapy (REBT), the stages involved in developing a rational philosophy of life, and the different techniques used by REBT’s.
- Understand the differences between Cognitive Behavioural Therapy (CBT) and REBT, to define the main ‘cognitive distortions’, and to demonstrate an awareness of modifications to CBT
- Develop an appreciation of the characteristics of contemporary behavioural therapy and different problem-solving techniques adopted by behavioural therapists.
- To understand the role of solution-focused counselling in modern therapy and the strategies used to generate solutions.
WHAT YOU WILL DO IN THIS COURSE
- Explain the concept of dream analysis.
- Differentiate between elements of traditional psychoanalytical theory in terms of its usefulness in modern day counselling.
- Describe the modification to traditional psychoanalytical theory as prescribed by Erikson.
- Explain an object-relations interpretation of the origin of ‘narcissistic’ and ‘borderline’ personality disorders.
- Explain the difference between Freudian and Adlerian theory.
- Define the key concepts of Adlerian theory including: personality, goals and lifestyle.
- Explain the concept of superiority v inferiority.
- Describe the 4 stages of the Adlerian counselling process, i.e: -developing the counselling relationship; -exploring the individual; -encouraging self-awareness; -re-education.
- Discuss the pros and cons of Adlerian therapy as applied to the counselling process.
- Define Gestalt therapy.
- Explain the importance of elements of human nature to the Gestalt approach.
- Discuss ways in which dilemmas can be resolved using the Gestalt approach.
- Explain the ‘effect of contact’ and the ‘effect of energy’.
- Discuss the use of confrontation.
- Describe different techniques of Gestalt therapy.
- Discuss the pros and cons of Gestalt therapy as applied to the counselling process.
- Define person-centred counselling.
- Outline the principles of the person-centred approach.
- Discuss how the impact of the counselling process is assessed.
- Discuss suitable areas of application.
- Discuss the pros and cons of the person-centred approach as applied to the counselling process.
- Define REBT.
- Explain Ellis’ views on ‘human nature’.
- Describe Ellis’ theory of personality.
- Discuss the stages involved in developing a rational philosophy of life.
- Describe different techniques used by REBT’s.
- Discuss the pros and cons of REBT as applied to the counselling process.
- Discuss the differences between CBT and REBT.
- Outline the main ‘cognitive distortions’ as set out in CBT.
- Discuss the goals of CBT.
- Describe modifications to CBT (known as CBM).
- Outline the 3 phases involved in CBT.
- Discuss the pros and cons of CBT as applied to the counselling process.
- Define the main characteristics of behavioural therapy.
- Describe different techniques of behavioural therapy including: -relaxation training; -systematic desensitisation; -exposure therapies; -assertion training.
- Discuss the pros and cons of behavioural therapy as applied to the counselling process.
- Define solution-focused counselling.
- Describe how to engage the client.
- Describe how questions are used to construct pathways for change.
- Discuss strategies used to generate creative solutions.
- Discuss the pros and cons of solution-focused therapy to the counselling process.
Duration: 100 hours
What Does Each Lesson Cover?
The scope of each lesson is outlined below:
1. Psychoanalytic Psychotherapy l - Freud, Erikson, Jung
•Value and relevance of psychotherapy
•Emergence of psychoanalytical theory
•Principles of psychoanalytical theory
•Elements of the personality
•The notion of conscious and unconscious
•Anxiety and psychoanalysis
•Inbuilt psychological coping and damage repair mechanisms
•Freuds psychosexual theory and Eriksons psychosocial theory
•Jung's perspective on personality
•Recent developments in psychoanalytical theory
•Goals of psychoanalytical approach
•Psychoanalytic approach and counselling
•Critique for psychoanalytic theory
2. Psychoanalytical Psychotherapy ll - Adler
•Adler's key concepts
•Inferiority vs superiority
•What makes people self interested
•Social interest and community feeling
•Psychological types: ruling type, leaning type, avoiding type
•First child, second child, youngest child
•Use of adlerian theory
•Applications to counselling
•Freud and Adler
3. Humanistic/Existential Approaches I - Gestalt Therapy; Fritz Perls
•Organismic self regulation
•Focus on the present
•The effect of contact
•Effect of energy
•Gestalt techniques: Internal dialogue, reversal, rehersal, exaggeration, dream work, etc
4. Humanistic/Existential Approaches II - Person-Centred Counselling; Carl Rogers
•Principles of person centred approach
•Personal attitude of the counsellor
•Goals of therapt
•Areas of application
5. Rational Behavioural Therapy - Albert Ellis
•Rational emotive behaviour therapy (REBT
•Ellis's view of human nature
•Goals and techniques of therapy
•Use of REBT
6. Cognitive Behavioural Therapy - Aaron Beck
•Cognitive behavioural therapy (CBT) and REBT
•Premises of CBT
•Use of cognitive therapy
•Modifications to CBT
•Stress innoculation training program (SIT)
•Stages of SIT
7. Behavioural Therapy
•Contempory behavioural therapy
•Goals ant techniques
•Goals of therapy
•Use of behaviour therapy
8. Solution-Focused Counselling
•Strategies in solution focused counselling
•Engaging the client
•Constructing pathways for change
•Generating creative solutions
During the course you will learn more about the following -
Psychoanalysis seeks to make the unconscious conscious. It strives to probe into the deeper part of the psyche and get to those issues that were not resolved during cognitive development. It does not aim simply to uncover these issues, but rather to understand and experience them so that a change in character can occur.
The therapist will typically not engage in much self-disclosure and will therefore consider that most of what the client discloses will be related to significant others from the past.
The relationship relies on transference and the client making projections onto the counsellor.
They also seek to enable the client to deal with impulsive and irrational behaviour and to cope with anxiety, thus leading to a greater sense of self-awareness and hopefully more successful relationships.
The therapist also tunes in to the client’s resistances and interprets dreams and free-associations to get an overall picture of what the client’s problems may be. It is hoped that increasing the client’s awareness will encourage them to change, though it is up to the client to want to change. The therapist’s interpretation can therefore be seen as being not as important as the client’s willingness to change.
Typically this form of therapy will last between 3 and 5 years, and the client will see the therapist several times a week. It is important that the therapist does not rush to interpret the information supplied by the client.
Transference is the key in the relationship between the therapist and the client. During the relationship the client uses transference to project their feelings and emotions toward significant others from their past onto the therapist. The therapist therefore acts as a replacement for these significant others and their client may project a whole range of feelings onto the therapist ranging from love to hate.
In order for the client to change they need to work through the unconscious material and defences that come to light during the therapy. In order for the client to achieve independence they need to free themselves from motivations that arose in their childhood.
Even during long-term therapy, not all childhood needs and traumas will be eradicated.
Counter-transference also occurs whereby the therapist becomes aware of their own unresolved conflicts. It also occurs when a therapist’s reactions within the relationship interferes with the therapeutic process, disrupting the therapist’s objectivity. Counter-transference can be incorporated into the process and be used as another means of helping the client.
ACS operates a student bookshop that supplies a range of psychology texts to supplement our courses; some written by our staff, all reviewed and approved by our academic experts (to be accurate and relevant to students studying our courses).
- Student discounts are available to anyone studying with ACS Distance Education.
- Both printed books and ebooks (as downloads) available
Counselling Handbook -written by a team of psychologists and counsellors who work as tutors and course developers with ACS Distance Education. This is a great, easy to read book, designed to complement a range of our psychology courses.
See http://www.acsbookshop.com/products/2252-counselling-handbook.aspx for sample pages, or to buy a copy and download it immediately online (Can be read on a computer, ipad, iphone, lap top, most book readers or similar devices).
MEET OUR FACULTY
These are some of the people who may support you as tutors, mentors and advisors as you study this course.
|John L. Mason Dip.Hort.Sc., Sup'n Cert., FIOH, FPLA, MAIH, MACHPER, MASA
Former Director of Recreation and Parks with Essendon City Council, Consultant with the Playgrounds and Recreation Association of Victoria, principal of ACS Distance Education since 1979, author of over 70 books including The Environment of Play, Aerobic Fitness, and a range of titles covering small business, management, writing, agriculture, horticulture and fitness.
|Tracey Jones - Academic Officer & Tutor (U.K.)
B.Sc. (Hons) (Psychology), M.Soc.Sc (social work), DipSW (social work), PGCE (Education), PGD (Learning Disability Studies)
Tracey has around 25 years experience within the psychology and social work field, particularly working with people with learning disabilities. She is an author of several psychology texts and a book reviewer for the British Journal of Social Work.
| Lyn Quirk M.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy
Lyn has 35 years of experience in the Fitness, Health and Leisure Industries. She has a string of qualifications that are far too long to list here; being qualified and registered to teach, coach or instruct a wide range of different sports and other skills. Lyn established and managed Health clubs at three major five star resorts on Australia's Gold Coast, including The Marriot. She was a department head for a large government vocational college (TAFE), and has conducted her own aquafitness business for many years. Lyn has amongst her other commitments worked as a tutor for ACS for almost 20 years, and over that time, participated in the development or upgrading of many courses.
|Adriana Fraser Cert.Child Care, Adv.Cert.App.Mgt., Adv.Dip.Hort.
30 years of experience in education, business, journalism and horticulture.
Adriana has written regularly for a range of publications (including Australia's national Grass Roots Magazine) since the early 1980's, and contributed to dozens of books, and authored others. She is an experienced careers counsellor and educator with a diverse background and a unique understanding of educational psychology.
Miriam ter Borg B.Sc. (Psychology), DipRem.Massage, Cert Ourdoor Rec.
Miriam has worked for over ten years in youth work, welfare, leisure services and education; both in New Zealand and Australia. She is a contributor to several text books and an experienced careers counsellor.
In addition she is a qualified and experienced massage therapist.
| Gavin Cole B.Sc., Cert.Garden Design, MACA
Gavin has three decades of industry experience in Landscaping, Publishing and both the UK and Australia, across landscaping and the amenity plant sector. He was operations manager for a highly reputable British Landscape firm (The Chelsea Gardener) before starting up his own firm. He spent the best part of three years working in our Gold Coast office.