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Diploma of Counselling & Community Service Work Lesson 3 CHCCSL503B:FACILITATE THE COUNSELLING RELATIONSHIP
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CHCCSL503B Lesson3

Aug 17, 2015

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Page 1: CHCCSL503B Lesson3

Diploma of Counselling & Community Service Work

Lesson 3CHCCSL503B:FACILITATE THE COUNSELLING RELATIONSHIP

Page 2: CHCCSL503B Lesson3

PRESENTATION OBJECTIVES

By the end of this presentation you will have knowledge and

understanding of:

• Reviewing and monitoring the counselling process

• Minimising threats and disruptions to the counselling process

• Applying ethical codes of conduct

Page 3: CHCCSL503B Lesson3

MONITOR THE COUNSELLING PROCESS

Organisations will often embed procedural methods for monitoring

the process of counselling within their policy documents. You may,

for example, be required to complete a progress questionnaire

every five sessions or re-establish goals every two months.

Monitoring in this way tracks clients’ progress and ensures that

counselling continues to be of value to the client.

Page 4: CHCCSL503B Lesson3

MONITOR THE COUNSELLING PROCESS

As a counsellor, you may have additional strategies that you

implement to help you ascertain how your client is going and what

the next step might be.

These may include:

• In-session observation

• Client’s verbal feedback

• A rating scale

• A questionnaire or survey

• Pre and post assessment

results

Page 5: CHCCSL503B Lesson3

REVIEW THE COUNSELLING PROCESS

Reviewing the counselling process assists you to:

• Monitor your adherence to the devised support plan and goals

• Adapt services when (or if) required

• Find out what is working and what isn’t

• Set new goals with the client

• Respond to new client circumstances

• Devise new strategies

• Understand when the counselling process is coming to an end

Page 6: CHCCSL503B Lesson3

REVIEW THE COUNSELLING PROCESSSome questions to ask yourself in the review process are:

• What is working? Can the client focus on this?

• Was the target too difficult? Would smaller steps help?

• Have you missed some client strengths?

• Is the client fully involved in the plan and in reviewing it?

• How are you and the client feeling about the process?

• Are enough resources or community agencies involved?

Page 7: CHCCSL503B Lesson3

REVIEW THE COUNSELLING PROCESS

• It is important in the process of review that a client does not

become unrealistically hopeful about the outcome of counselling.

• This is especially true when the client is attending counselling as

part of an overall case plan aimed at achieving a particular

outcome (such as the return of children to their care).

• Always be encouraging but honest and upfront with your client.

Don’t promise what you can’t deliver and be sure to inform your

client of the resources (and limits on the resources) available to

them.

Page 8: CHCCSL503B Lesson3

MINIMISE THREATS AND DISRUPTIONS

Threats and disruptions to the counselling process may occur for a

variety of reasons. Disruptions can be classified under two key

headings: intentional and unintentional.

• Intentional disruptions, as the name suggests, are those

disruptions that are caused by circumstances within the control of

the client (such as unwillingness to participate, missed

appointments and using their mobile device in session).

• Unintentional disruptions occur when the client is genuinely in

a situation where counselling must be disrupted (such as physical

ill-health or work commitments).

Page 9: CHCCSL503B Lesson3

MINIMISE THREATS AND DISRUPTIONS

When threats or disruptions occur, the counsellor needs to seek

first to understand the cause of the disruption and then potentially

implement one or more of the following strategies:

• Address and discuss the problem directly

• Re-schedule the session, if required

• Negotiate with the client

• Remind the client of terms of agreement and the counselling

contract

• Suspend/terminate counselling

Page 10: CHCCSL503B Lesson3

APPLY ETHICAL CODES OF CONDUCT

When significant and complex decisions need to be made in

practice, counsellors will refer a code of professional conduct.

Relevant codes within the counselling and community service

sector include (but are not limited to):

• The Australian Counselling Association’s Code of Ethics and

Practice

• The Australian Association of Social Workers’ Code of Ethics

• The Australia Community Workers Association’s Code of Ethics

Page 11: CHCCSL503B Lesson3

MANDATORY REPORTING

• Additionally, counsellors must be mindful of any legislative

mandates relevant to their role.

• Mandatory reporting laws, for example, are an important aspect of

any counsellor’s work.

• These law vary from state to state, to learn more about mandatory

reporting in your state, please see -

https://aifs.gov.au/cfca/publications/mandatory-reporting-child-abuse-and-neglect

Page 12: CHCCSL503B Lesson3

PRESENTATION SUMMARY

Now that you have completed this presentation you should have

acquired knowledge and understanding of:

• How to review and monitor the counselling process

• How to minimise threats and disruptions to the counselling process

• The application of ethical codes of conduct in practice

Page 13: CHCCSL503B Lesson3

REFERENCES• De Jong, P., & Miller, S. (1995). How to interview for client strengths. Social

Work, 40, 729-736.

• Egan, G. (2010). The skilled helper: A problem management and opportunity

development approach to helping (5th ed.). Pacific Grove, CA: Brooks/Cole.

• Geldard, D. & Geldard, K. (2005). Basic personal counselling: A training

manual for counsellors (6th ed.). Frenchs Forest NSW: Pearson.

• Ivey A. E., Ivey, M. B. & Zalaquett, C. P. (2013). Intentional interviewing and

counseling: Facilitating client development in a multicultural society (8th ed.).

Belmont, CA: Cengage.

• Maidment, J. (2009). Understanding endings: Evaluation and termination. In J.

Maidment & R. Egan (Eds). Practice skills in social work and welfare. More

than just common sense (2nd ed., pp 261 – 274). Crows Nest, Australia: Allen

& Unwin.

• Sheafor, B. W. & Horejsi, C. R. (2010). Techniques and guidelines for social

work practice (8th ed.). Boston: Pearson.