Level 2 Award in Counselling Concepts STUDENT GUIDE Registered Company No: 08200765: BACP Organisational Member No: 187902 UK Registered Training Provider: 10038564: ABC Awards Accredited Centre No: 2671 Registered Address: The Block, 65-69 Tontine Street, Folkestone, Kent. CT20 1JR Email: info@bedonwellcounselling.co.uk Contact No: 07732 929991 Website: www.bedonwellcounselling.co.uk
Level 2 Award in Counselling Concepts WELCOME The Level 2 Award in Counselling Concepts provides training in basic counselling skills, which will enhance relationships, rather than training to become a counsellor. This course aims to develop skills for use in a variety of work and personal situations. It must be emphasised that the training does not provide a professional qualification but the Level 2 Certificate is a pre- requisite requirement for the Level 3 Certificate in Counselling Skills. Successful completion of this course enables students to apply for the ABC Level 3 Certificate in Counselling Skills course, and possible onward progression to the level 4 Diploma in Therapeutic Counselling qualification. We hope you enjoy your learning course enquiries should be directed to your course tutor during the process of the programme. 2
Level 2 Award in Counselling Concepts AIMS The overall aims of this introductory course are: 1. To enhance and improve the verbal (especially empathy, the ability to listen and respect silence) and the written communication skills of participants. Emphasis will be given to working in groups and teams. 2. To provide a realistic understanding of the demanding nature of vocational training especially in counsellor skills training. 3. To introduce candidates to experiential learning processes that will include a high element of personal growth work, developing further self- confidence and self- esteem. 4. To prepare candidates to move into other level 2 or level 3 qualifications where there is further skill development. 5. To deliver underpinning knowledge in such a way as to help directly in the world of work. At the end of a Level 2 Award in Counselling Concepts course candidates should: 1. Have a basic understanding of what counselling is about and be able to compare and contrast counselling with other forms of helping. 2. Have some basic counselling skills to further improve their own communication processes. 3. Understand more clearly what counselling training entails and be able to make a more informed choice as to whether or not s/he wants to undertake vocational counselling training as opposed to other types of training. 4. Provided they fulfil and pass the assessment criteria, be entitled to receive an ABC Level 2 Award in Counselling Concepts 3
Level 2 Award in Counselling Concepts A SUMMARY OF THE LEARNING OUTCOMES On completion of the programme candidates will be able to: 1. Show increased self- awareness and self- confidence, be able to evidence personal growth and demonstrate insight into their own strengths and limitations. 2. Demonstrate an awareness of the Ethical Framework for Good Practice in Counselling and Psychotherapy, particularly in respect of safety for the client and counsellor, confidentiality, professional boundaries and legal responsibilities. 3. Distinguish the distinctiveness of the counselling approach when compared to and contrasted with other forms of helping interventions, e.g. advice giving, social work, mentoring. 4. Discuss the inherent inequality in the power relationship between client and helper and also show an awareness of the concepts of anti- oppressive practice. 5. Use some of the basic counselling skills in their communication with others: rapport building, active listening and attending, empathy, reflecting, summarising and focusing. 6. Understand the further options available to them in terms of further training and study or employment. 4
COURSE STRUCTURE Level 2 Award in Counselling Concepts Unit 1 The professional context of counselling Unit Summary This unit provides a basic introduction to counselling. Learners will develop an understanding of what counselling is and an appreciation that qualified counsellors and those who use counselling skills abide by an ethical framework. They will learn about the importance of creating the correct environment and the right ethos for the helping relationship to be successful. Learning Outcomes 1. Know about helping relationships 1.1 Identify different forms of helping relationships 1.2 Define counselling 1.3 Describe how counselling is different from other helping relationships 2. Know about therapeutic models of counselling 2.1 Identify the key features of at least 3 major therapeutic models 2.2 Describe the client issues which could be helped by the models chosen 2.3 Outline potential barriers to the models chosen 3. Understand the environment in which counselling takes place 3.1 Identify the key features of one recognised ethical framework for good practice in counselling 3.2 Summarise key requirements of legislation relevant to counselling practice 3.3 Describe the key features which ensure that counselling takes place in a suitable and safe environment 3.4 Summarise the importance of equal opportunity and anti- discriminatory practice 5
Unit 2: Communication skills in helping relationships Level 2 Award in Counselling Concepts Unit Summary In this unit, learners will explore effective communication skills used in helping relationships. They will demonstrate a range of listening and responding skills to establish, develop and close interactions Learning Outcomes 1. Understand the basic skills needed in establishing and developing a helping relationship 1.1 Identify the different forms of communication used in a helping relationship 1.2 Identify the communication skills used in a helping relationship 1.3 Outline how each skill might be used 2. Be able to establish, develop and close interactions in a helping relationship 2.1 Demonstrate the use of a range of listening and responding skills appropriate for establishing a helping relationship 2.2 Establish their boundaries as a listener in a particular setting and timeframe 2.3 Demonstrate the use of a range of listening and responding skills appropriate for developing interactions within a helping relationship 2.4 Maintain the boundaries of a helping role throughout the session 2.5 Identify barriers to communication 2.6 Describe ways to overcome barriers to communication 2.7 Demonstrate a range of listening and responding skills appropriate for bringing a helping relationship to a close 6
Unit 3: An Introduction to Personal Development Level 2 Award in Counselling Concepts Unit Summary In this unit, learners will have the opportunity to reflect on their personal development and identify areas for development in the future Learning Outcomes 1. Develop self understanding 1.1 Identify their own values and beliefs 1.2 Outline how these values and beliefs could have an effect on helping relationships 1.3 Identify their own motivation for helping others 1.4 Identify their own blocks to listening and learning 1.5 Describe the benefits of giving and receiving feedback for personal development 2. Understand personal qualities relevant to the helping role 2.1 Identify their own personal skills and qualities which are strengths in relation to a helping relationship 2.2 Identify areas for development in their personal skills and qualities in relation to a helping relationship 2.3 Plan how to develop these skills and qualities in the future 7
CERTIFICATION Level 2 Award in Counselling Concepts Successful completion of the course and the award of the ABC level 2 Award in Counselling Concepts will be based upon the following: Areas of Assessment 80% Attendance Attendance Register Evidence Unit 1: The Professional Context of Counselling Unit 2: Communication skills in helping relationships Unit 3: An Introduction to Personal Development Internal Assessment Internal Assessment Internal Assessment ATTENDANCE POLICY An overall minimum attendance of 80% is required to be awarded the ABC level 2 Certificate in Counselling Concepts. DEFERRAL POLICY Any candidate seeking a deferral for any of the units of assessment outlined above must apply in writing to the course tutor giving reasons why a deferral request is being made. If the course tutor approves the deferral application the ABC level 2 Award in Counselling Concepts will be awarded to a candidate provided that all of the above assessed work is successfully completed no later than three months after the formal end of the course. 8
Level 2 Award in Counselling Concepts COURSE PROGRAMME Sessions 1 TOPICS/ACTIVITIES Enrolments/Introductions & course materials Group Work: Unit 1 The professional context of counselling Know about helping relationships 1.1 Different forms of helping relationships 1.2 Definitions of Counselling 1.3 How Counselling is different from other helping relationships Learning Outcomes 1.1 1.2 1.3 Group Tutorial: Developing a portfolio and writing towards the assessment criteria 2 Reading Core Book: What is Counselling (Chapter 1) Prejudice, Oppression & Counselling (chapter 4) Writing Unit 1 The professional context of counselling Know about helping relationships: 1.1, 1.2 1.3 Group work: Unit 2: Communication skills in helping relationships 1. Understand the basic skills needed in establishing and developing a helping relationship 1.1 Identify the different forms of communication used in a helping relationship 1.2 Identify the communication skills used in a helping relationship 1.3 Outline how each skill might be used Group Tutorial: Portfolio Building: Mapping of Portfolio evidence to & Learning outcomes (1) Reading: Core Book: Counselling & Helping Attitudes & Skills (Chapter 5) Writing: Unit 2: Communication skills in helping relationships Understand the basic skills needed in establishing and developing a helping relationship 1.1 1.2 1.3 9
3 4 Level 2 Award in Counselling Concepts Skills Practice: Unit 2: Communication skills in helping relationships 2. Be able to establish, develop and close interactions in a helping relationship 2.1 Demonstrate the use of a range of listening and responding skills appropriate for establishing a helping relationship 2.2 Establish their boundaries as a listener in a particular setting and timeframe 2.3 Demonstrate the use of a range of listening and responding skills appropriate for developing interactions within a helping relationship Group Tutorial: Writing a Learning Journal Reading Core Book: The importance of personal development (Chapter 3) Writing Learning Journal Unit 3 - An Introduction to personal Development 1. Develop Self understanding Skills Practice: Unit 2: Communication skills in helping relationships 2. Be able to establish, develop and close interactions in a helping relationship 2.4 Maintain the boundaries of a helping role throughout the session 2.5 Identify barriers to communication 2.6 Describe ways to overcome barriers to communication 2.7 Demonstrate a range of listening and responding skills appropriate for bringing a helping relationship to a close Group Tutorial: Mapping of Portfolio evidence to & Learning outcomes (2) Reading Core Book: Counselling & Helping Attitudes & Skills (Chapter 5) Writing: Learning Journal Unit 3: - An Introduction to personal Development 2. Understand personal qualities relevant to the helping role 2.1 2.2 2.3 2.4 2.5 2.6 2.7 10
5 6 Level 2 Award in Counselling Concepts Group work: Unit 1 The professional context of counselling 1.Know about therapeutic models of counselling 2.1 Identify the key features of at least 3 major therapeutic models 2.2 Describe the client issues which could be helped by the models chosen 2.3 Outline potential barriers to the models chosen Reading: Core Book: Where do ideas in counselling come from? (Chapter 2) Who is Counselling for?(chapter 10) Writing: Unit 1 - The professional context of counselling 1. Know about therapeutic models of counselling Group work: Unit 1 The professional context of counselling 3. Understand the environment in which counselling takes place 3.1 Identify the key features of one recognised ethical framework for good practice in counselling 3.2 Summarise key requirements of legislation relevant to counselling practice 3.3 Describe the key features which ensure that counselling takes place in a suitable and safe environment 3.4 Summarise the importance of equal opportunity and anti- discriminatory practice Reading: Core Book: Ethics in Counselling (Chapter 7) Who does what in helping? (chapter 11) Writing Unit 1 - The professional context of counselling 3. Understand the environment in which counselling takes place 2.1 2.2 2.3 3.1 3.2 3.3 3.4 11
7 8 Level 2 Award in Counselling Concepts Group work: Skills Practice: Unit 2: Communication skills in helping relationships 2. Be able to establish, develop and close interactions in a helping relationship 2.1 Demonstrate the use of a range of listening and responding skills appropriate for establishing a helping relationship 2.2 Establish their boundaries as a listener in a particular setting and timeframe 2.3 Demonstrate the use of a range of listening and responding skills appropriate for developing interactions within a helping relationship Reading: Core Book: Where do ideas in counselling come from?(chapter 2) page22 - Maslow s Hierarchy of Needs: What to do when you reach your limits (chapter 6) Endings (chapter 14) Writing: Finalising assessment work Skills Practice: Unit 2: Communication skills in helping relationships 2. Be able to establish, develop and close interactions in a helping relationship 2.4 Maintain the boundaries of a helping role throughout the session 2.5 Identify barriers to communication 2.6 Describe ways to overcome barriers to communication 2.7 Demonstrate a range of listening and responding skills appropriate for bringing a helping relationship to a close 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Writing Finalising assessment work 12
Level 2 Award in Counselling Concepts PERSONAL REFLECTIVE JOURNAL Create a personal reflective journal to aid your self- development on this course. This will help you to meet the criteria for unit 3: An Introduction to personal Development We suggest that along with your other written work that you keep this on a weekly basis. You may wish to reflect on the following points: 1.1 Identify your own values and beliefs 1.2 Outline how these values and beliefs could have an effect on helping relationships 1.3 Identify your motivation for helping others 1.4 Identify your blocks to listening and learning 1.5 Describe the benefits of giving and receiving feedback for personal development 2.1 Identify your personal skills and qualities which are strengths in relation to a helping relationship 2.2 Identify areas for development in your personal skills and qualities in relation to a helping relationship 2.3 Plan how to develop these skills and qualities in the future Records of Skills Practice: During Skills Practice sessions you will get the chance to practice basic counselling skills in role plays in pairs or triads. Assessment of active listening skills will be through self- evaluation, peer and tutor evaluation. Presentation of work: All work should be preferably typed, double spaced and on one side of a page only. You are encouraged to use a computer to type up your work. You will also need to conduct some basic research using the internet and other sources. You can use computers in the Learning Centre in College or at other locally provided services such as your local library etc. 13
ABC Level 2 Certificate in Counselling Concepts Core Reading List First Steps in Counselling, 3 rd Edition PCCS Books Pete Sanders Counselling Skills and Theory. Published by Hodder Arnold Margaret Hough Registered Company No: 08200765: BACP Organisational Member No: 187902 UK Registered Training Provider: 10038564: ABC Awards Accredited Centre No: 2671 Registered Address: The Block, 65-69 Tontine Street, Folkestone, Kent. CT20 1JR Email: info@bedonwellcounselling.co.uk Contact No: 07732 929991 Website: www.bedonwellcounselling.co.uk
Level 2 Award in Counselling Concepts COMPLAINTS PROCEDURE A student who has a complaint may wish to have an initial informal discussion with their course tutor or programme leader. However, their complaint should if possible, initially be directed to the appropriate member of staff. If this is not possible, or if the issue is not addressed to the student s satisfaction, s/he should make the complaint in writing to the Head of Centre. Complaints will be dealt with in accordance with the appropriate policy and procedure. For example, if a complaint is made against an assessment of course- work the Student Academic Appeals Procedure will be applied. INFORMAL COMPLAINTS Where the complainant feels that the behaviour of an individual towards her/him is affecting their work, it is preferable in the first instance to raise the matter directly with the person concerned. If the complainant feels unable to do so, or if after initial contact, the matter remains unresolved, the complainant should contact their personal tutor, the programme leader or the general manager. MEDIATION If the complaint is about an individual member of staff or student the complaint should be made in writing and sent to the Centre manager. The Centre manager will initially seek to arrange a mediation meeting between all parties in an attempt to find a satisfactory conclusion for all concerned. However, if a mediation meeting is not possible, or if the issue is not addressed to the complainant s satisfaction, the matter will be referred to the quality assurance officer. REFERRAL OF A FORMAL COMPLAINT TO THE QUALITY ASSURANCE OFFICER The quality assurance officer will receive all of the evidence and carefully consider all aspects of the complaint. This may involve requesting written evidence from the individual who is subject to the complaint as well as from other witnesses. Having considered all of the evidence the quality assurance officer will inform all parties of the decision. If the complaint is not addressed to the complainant s satisfaction, an appeal against the decision may be made in the manner set out in below. 15