Sharonjit Kaur Bassi

Unit 1: The professional context of counselling

1.1 Identify different forms of helping relationships

 Parents
 Teachers
 Social worker
 Support worker
 Nurse
 General Practitioner
 C.A.B
 Solicitor
 Physiotherapist
 Psychiatrist
 Prisoner officer
 Teaching assistant

1.2 Define counselling

Counselling is described by the BACP as, when a counsellor sees a client in a private
and confidential setting to explore difficulties the client is having, which is causing
them distress and having an overall impact on their daily life, leaving them dissatisfied
with life. The client is able to freely speak without being discriminated against and
treated fairly.

The counsellor’s role is to actively listen and understand the difficulties the client is
experiencing with a view to help them to perceive the issue more clearly, this may
include looking it from their perspective. Counselling allows the client to make
choices, change or reduce misunderstanding. Counsellor’s do not give advice or
insinuate a specific choice. In addition, not take advantage of the client in any way.

The counselling session allows the client to explore a variety of areas of their life and
emotions, being able to express them freely and openly which would not be the same
as opening up to family and friends. Feelings which have been isolated such as
resentment, anxiety, misery or humiliation can become extreme and counselling
allows the client the opportunity to explore them at a deeper level and be able to
make sense of them and what has influenced them. The counsellor will encourage the
manifestation of feelings.

Acceptance and respect is paramount in any counselling session as this is core to the
relationship developing and allowing the client to explore many aspects of their life,
their relationship with themselves and others. The counsellor may aid the client to
look at the issues in detail to help examine the area that is causing them distress and
a starting point to implement change.
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Unit 1: The professional context of counselling

1.3 Describe how counselling is different from other helping relationships

Counselling skills can be applied in many professions for example a doctor will listen to
the patient’s problem before prescribing medication, a psychiatrist will actively listen to
the patient’s symptoms before making a diagnosis, a priest will listen to a confession
behind a closed curtain before asking for forgiveness from God on behalf of the follower.

What makes counselling so extinct is while other professional will use some counselling
techniques and skills as part of their role it is not the main occupation. Counselling
involves a wide depth of training, supervision to ensure there are able to reflect on their
own effectiveness and ensuring they maintain a high standard. Additionally it is
paramount that counsellors partake in continuous professional development to ensure
they have up to knowledge in the field they are working in, this includes theories
regarding human development and counselling theory and its application in practice. It is
essential that all trainees who do a counselling course start personal therapy, it helps to
address personal issues that occur through their counselling career and allows the
counsellor to experience what it feels like to be the client.

Counselling is a contractual agreement – whereby the client and counsellor have agreed
to work together. However, the client will meet the counsellor to complete a preliminary
assessment to determine if the counselling approach is suitable and the counsellor and
client have agreed on number of sessions to be offered or if it is going to be an open
ended contract.

2.1 Identify the key features of at least 3 major therapeutic models.

Person Centred Counselling is a humanistic approach, founded by Carl Rogers in the

1960’s. The four core conditions which assists therapeutic growth; congruence which
demonstrates the counsellor is real and honest, unconditional regard is when the client is
free to explore and express without having to meet a goal, empathetic understanding is
when the counsellor is able to connect with the counsellors thoughts and feelings and see
the world from the clients perspective. This aids in the client feelings being valued and
accepted non-possessive warmth. It is a clear transparent relationship between client and
counsellor.

Rogers, believes it is essential that the counsellor to see things from the clients
perspective. The main purpose of person- centred counselling is to create and maintain a
relationship that is supportive, non-judgmental, understanding atmosphere, but do not
provide a solution or direct the client towards a specific outcome.

The person centred approach is to encourage and engage the client through their journey
to finding the ability to solve their problems, regardless how big or small they may be.
The counsellor’s aim is to help empower the client to feel in control and be able to
challenge the problems they’re facing.

When the client feel their thoughts, feelings and behaviours have been acknowledged
without being judged, they feel accepted and when they feel comfortable they begin to
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Unit 1: The professional context of counselling

explore their problems and start to feel those experiences which were often isolated
from surfacing. It is at this point the client will feel they’re being listened to and
understood.

Gestalt therapy was developed in the 1940’s early 1950’s by Fritz Perl.
It is based on the principle that mental processes and behaviour cannot be analysed into
elementary units. The approach attempts to aid the client to develop and maintain
wholeness and combination of thinking, feeling and behaving. It is allowing the individual
to recognise how past experiences impact on their current difficulties. It involves growth
from environmental support to self-support. Gestalt believes that people split off from
experiences, thoughts, sensations and emotions that are uncomfortable. Perls aim was to
enable people to take ownership of their experiences and develop a health
gestalt/wholeness. Perls identified six factors that caused psychological discomfort were;
 Lack of contact – no social support
 Confluence – the environment takes control.
 Unfinished business – the inability to gain closure.
 Fragmentation – denied or fragmented self
 Winner/looser – conflict of values and expectations.
 Polarities – not being able to see the grey and everything is always black and
white.

The model is best described as the Cycle of awareness, it describes our experience into 7
stages.

Withdrawal happened when we are relaxed and unaware of any major need. Nothing has
become apparent ‘figure/foreground’, within our awareness. A healthy person would be
relaxed and open to the environment they’re in.

Sensation occurs when a there is a prime need and it becomes prominent. For example,
when we become thirsty, this need becomes a ‘figure’.

Awareness happens when we have an awareness of how to fulfil the need for example,
getting a drink due to feeling thirsty.

Mobilisation takes place when we are able to scan the environment and select a suitable
means of fulfilling the need, for example making up some squash.

Action arises when we ‘aggress’ into the environment imposes on and interacts with each
other, so you go into the kitchen to make a glass of squash.

Contact only happens when the need has been met, you have drank the glass of squash.

Satisfaction happens when the need has been fulfilled, you have finished drinking the
glass of squash. It is here where the cycle of awareness has been completed and are able
to return to a state of withdrawal, awaiting for the next figure to appear.
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Unit 1: The professional context of counselling

Transactional Analysis, an approach developed by Eric Berne in the 1950’s. It is a

combination of personality, social interaction theory and analytical tool for
psychotherapy. The theory is based on that each person has three ego states, parent,
child and adult.

Transactional therapists work directly on the issue-solving behaviours, whilst helping the
client to develop tools to identify helpful, creative and solutions. The definitive goal is to
ensure clients restore control over their lives. Berne believes that impulsiveness,
awareness and affection are vital human capacities to recover this independency.

The approach explores individual personality and how this has been defined by
experiences, especially childhood experiences. This is gained from depth questioning and
use of various models, strategies and tools.

The key concepts of transactional analysis is that the therapist will focus on during the
session is:

Ego state – the major parts of an individual’s personality and reflect an entire system of
thoughts, feeling and behaviours. The ego state model refers to parent, adult and child.
Parent ego is fixed from the past, our thoughts, feelings and behaviours learned from
parents and other important people in our childhood. Adult ego is influenced by ‘here
and now’, it is the most balanced part of our personality. Child ego is thoughts, feelings
and behaviours learnt from or childhood.

These states enables us to understand and explain our behaviours in any given
relationship with others. It allows us to recognise how we function in society.

T.A therapists understand that everyone has the abilities to live their life to their full
potential, rather than living to what is expected of us. However, this can be delayed by
repetitive patterns or ‘unconscious scripts’ that branch from childhood choices and
experiences.

This will be analysed by the therapist using the ego state model, this enables them to
help the client recognize how definitive approvals and prohibitions they received during
childhood influences their life and how they communicate.

Transactions – when the individual communicates, their ego state connects to create
transactions. If interaction with the ego states is positive the transactions often tends to
be positive too. But when this doesn’t, it generates an unbiased view of the world.
Transactions are communicated between two or people. They often have hidden
messages or agendas, which often is a game. The aim of the game is to get a need met
without directly asking for the need or want.

Strokes – refer to the compliments, acceptance and recognition which influences how we
live our lives. The greatest strokes are positives ones which can come in the form of hugs,
caresses, massage. TA therapists identify that we are encouraged by reinforcement but if
this is inconsistent it is likely to impact on is as we get older.
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Unit 1: The professional context of counselling

Intimacy – similar to strokes if this is damaged during childhood it can cause issues. Basic
intimacy and communication with others is learned early on childhood. However, it can
lead to repetitive behaviours that can obstruct an individual’s potential.

Re-decision refers to an individual’s ability to ‘re-decide’ and swap certain choices from
childhood. This lets the individual to identify that they have the potential to lead their
lives as they choose.

2.2 Describe the client issues which could be helped by the models chosen

Person centred can help individuals who have the following issues:
 Stress – of not being able to meet their own potential, deadlines, work life is
frustrating and is no longer able tolerate. The counsellor can aid with building self-
motivation and self-belief.
 Anxiety – to help build greater self-confidence to help reduce the fear of rejection
and open to new experiences.
 Depression – the individual may be struggling to cope with their current life
situation due to incongruence. The therapist may help build self-motivation, to aid
a desire to improve a life that is more acceptable.

Transactional analysis approach can be used to aid individuals with the following issues:
 Relationship issues – help address issues of conflict which have built up over time
 Panic disorder – helps address the root of what is causing the panic attacks, help
address the past traumas.
 Family issues – identify the toot of the conflict and how they have contributed to
the continuous conflict.
 Fear of intimacy – address the root cause by openly listening to what happened in
the past without the client feeling intimidated or judged.

Gestalt approach can be used to aid individuals with the following issues:
 Divorce – not being able to accept that the relationship has broken down.
 Bereavement – not accepting the death of a loved one.
 Sexual abuse – why it happened to them and how it is impacting on intimate
relationships.

2.3 Outline potential barriers to the models chosen

Person centred has five main barriers to its approach. These are:
 Not goal focused.
 Can be a little ambiguous with no sense of direction.
 It is profoundly dependent on counsellor engagement to discover and engage the
client.
 Unnecessary importance is given to the therapeutic relationship,
 The client decides each week what they want to discuss, therefore there is no
direction of treatment plan in place.
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Unit 1: The professional context of counselling

Gestalt approach can be hindered by the following:

 It requires to work with the here and now notion, but this is not always
conceivable as the individual may not want to recognise past experiences.
 It considers how the past influences the present rather than accepting what is
being discussed.
 Can become hostile and insulting.
 It entails the individual to be in full contact with their feelings rather than solve
the problem.
 The practise can be long term.

Barriers that are perceived in Transactional Analysis are:

 Can be guiding and challenging
 It is not a short-term approach.
 Has clear objectives to achieve.
 Not all clients will want to explore their past or personality.
 Involves a lot of games, ego states, transaction.

3.1 Identify the key features of one recognised ethical framework for good practice in
counselling

The key features (values and principles) identified by the ethical framework for good
practice in counselling, which helps build a therapeutic relationship and enables the
client’s personal growth and determined to respond truthfully and the client feels heard
and understood are;
 Respecting human rights and dignity.
 Relieving symptoms of personal grief and suffering.
 Improving the quality of relationship between people.
 Increasing personal resilience and effectiveness.
 Helping a sense of self that is expressive to the person worried about their
personal and cultural context.
 Acknowledging a wide range of human experiences and culture.
 Protecting the safety of clients.
 Ensuring honesty of practitioner- client relationship.
 Developing quality professional knowledge and its application.
 Determined to provide a impartial and satisfactory service to all who access the
provision.
 Improving people’s wellbeing and competences.
 Being trustworthy – respecting the trust placed in the practitioner.
 Autonomy – allowing the client the freedom of choice and action. The counsellor’s
responsibility to encourage clients, when appropriate, to make their own
decisions and to act on their own values.
 Beneficence – the counsellor’s responsibility to contribute to the welfare of the
client.
 Non maleficence – not causing the harm to the client or others.
 Justice – treating all individuals equally without being discriminate.
 Self-respect – promoting the counsellor’s self-knowledge, integrity for self-care.
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Unit 1: The professional context of counselling

In addition to values and principles held by a practitioner it is vital that they also
aspire to have the following key personal qualities.
 Candour – being open about any harm that may cause harm or causes actual
harm.
 Care – compassionate, responsible and being able to acknowledging needs,
wellbeing and personal agency.
 Courage – to be able to take risks when recognising fears and uncertainty.
 Diligence – to utilise skills and knowledge to achieve a positive outcome.
 Empathy – the capability to understand the individual’s experience from their
perspective.
 Fairness – making decision and taking actions that reflect equality, which allows
the individual to maximise their potential.
 Humility – being able to recognise our own strengths and weaknesses.
 Identity – recognising ourselves in relationships to develop responsibility,
resilience and motivation.
 Integrity – ensuring that we behave in a moral manner, as well as honesty and
consistency.
 Resilience – being able to work with the client’s worries without feeling devalued.
 Respect – to be able to empower the client to be heard and understood.
 Sincerity – being able to be consistent to what is being said and what is being
done.
 Wisdom – ownership of grounded decisions that informs practice.

3.2 Summarise key requirements of legislation relevant to counselling practice

Confidentiality is highly respected in counselling. The preservation of confidential

information is a basic right of the client and an ethical obligation upon the counsellor.
However there is a legal limitations to confidentiality and it must be followed by the
therapist. This includes if the following were to happen;
 When a client discloses information about drug trafficking or money laundering
offences – this must be reported to the police.
 When a client discloses information about an act of terrorism – again the
therapist must inform the authorities. The client must not be made aware what
the therapist is doing.
 When a judge or coroner acquires a legal order requesting a release of client
records.
 When a client discloses any information during the course of counselling that
implies that they are at risk of putting themselves at harm, or injuring someone
else.

The Data Protection Act 2018 combines Genera Data Protection Regulation which is
applicable to the way counsellors manage client data. It is essential that therapist become
familiar with the legislation as it is safeguards the client’s data ad is only stored
automatically and reasonably.
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Unit 1: The professional context of counselling

A contract helps to ensure a professional nature of relationship. A clear contract notifies

the client with all the relevant information such as duration of the counselling, length of
counselling sessions, limits of confidentiality, appropriate touching, number and duration
of phone calls, sending and responding to emails. The contract terms will include an
agreement including venue, fees, frequency of sessions, how the counselling will be
evaluated, process of referrals if and when necessary, duties and responsibilities if each
party, goals of counselling. The both parties will sign a written agreement before the
sessions start. It is therefore vital that the client fully understands and is happy with the
terms of the agreement.

Counsellor must ensure they have liability insurance. Liability insurance is essential when
working as a counsellor. It offers financial protection if ever a client was to take legal
action. Personal liability is essential to have when practicing in the private sector.
Insurance offers professionalism and protection.

In addition to the above legislations there are a number of laws that need to be adhered
to within the counselling practice. The next few paragraphs will discuss these.

Legislation when working with children and young people therapeutically is hugely
different when working with adults.

It is therefore essential that the counsellor has a good understanding of safeguarding

procedures when working with young people/children. As a result a counsellor should
actively seek safeguarding training with trained professionals in this field of work. It is
also essential and by law that a Disclosure Barring Service is obtained prior to working
with children and young people.

The Children’s Act 1989 combining with succeeding legislation Children’s Act 2004, places
a constitutional duty on health, education and other services to liaise with local
authorities in child protection. There is an obligation upon counsellors to work together
with external agencies when sharing information about children and young people,
conducting preliminary investigations for children and young people who would be
classed as being vulnerable or being subjected to abuse.

If there is a concern that a child or young person may be at risk of serious harm and the
therapist does not have their consent or the person with parental responsibility has not
given it, it is at the discretion of the therapist whether they make a referral without
consent. Policies and procedures will be in place to follow for those working within
government, organizational or agency settings. However, those who work in a private
setting would need to seek support from specialized child protection practitioners. Many
local authorities have established a Multi Agency Safeguarding Hub who can offer support
when needed.

Whilst working in the counselling profession we will come across a variety of situations
and it is paramount we act on what we have heard to protect the individual and the
greater society if there is a risk of harm either to the individual or society as a whole. For
example if our client was to disclose information regarding an act of terrorism whether
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Unit 1: The professional context of counselling

that being the client is directly or indirectly involved we have a duty under the Terrorism
Act 200 to disclose this information to the relevant agencies.

Under the Mental Health Act 1983 which was revised by the Mental Capacity Act 2005
and the Mental Health Act 2007, as well as the Care Standard legislation, therapist should
consider when working with clients with mental health issues.

Careful consideration should be taken when working with someone with a learning
disability to assess whether the therapist is suitable and experienced to work with the
client. “Learning disability” is referred to a state of detained or incomplete development
of the mind which consist of impairment of intelligence and social functioning.’

The therapist should strive to create an atmosphere of comfort, safety and neutrality for
the client, it is vital to recognize that safety is a two way street and the therapist should
consider their personal safety. Ensure that someone else is aware that you are in a
counselling session, where you are located and how long you expect the session to last
and have a panic button nearby. This raises the issue of client safety as well as the
therapist safety.

3.3 Describe the key features which ensure that counselling takes place in a suitable
and safe environment

Counselling requires the counsellor to work at building a relationship of trust, safety and
equality usually takes place in a private and public settings. The location of the building
will have an impact on establishing and maintaining the client counsel relationship. In
order to help this relationship flourish it is essential to take into careful consideration the
setup of the room to support equality, an atmosphere of trust, safety and neutrality. This
can be done by the following;
 Making the room not look clinical but warm and inviting. Lighting should now be
overpowering neither too dim.
 The room is organised and personal belongings are not visible.
 Adding personal touches such a fresh flowers, plastic jug of water and glasses and
a box of tissues. These will be place on a table on the side of the room to remove
barriers.
 Positioning two identical chairs at a comfortable distance apart and at a slight
angle facing the door. This will allow the clients feel less overwhelmed as eye
contact is limited.
 A clock on the wall behind the client where the counsellor can see and avoid the
session running over.
 Ensuring privacy by switching mobile and other electronic devices off or silent.
Placing a notice outside of the door not to disturb the session.
 We need a location which allows us to engage with the client and they feel
comfortable.

3.4 Summarise the importance of equal opportunity and anti-discriminatory practice

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Unit 1: The professional context of counselling

The Equality Act 2010 is a piece of legislation designed to protect people from
discrimination on the grounds of age, disability, gender reassignment, sexuality, sexual
orientation, race or religion.

Anti-Discriminatory Practice is an approach that seeks to reduce undermine or eliminate

discrimination and remove barriers that prevent people from accessing services. Payne,
2005 defined discrimination as a ‘means of identifying individuals a group with certain
characteristics and treating them less well than people or groups with conventionally
valued characteristics.

Stereotyping can have a profound damaging effect on the therapeutic relationship. It is

essential to remain neutral, and prevent putting up a barrier in the way, counsellors need
to listen to themselves carefully for any signs of putting the client into a ‘box’. Barriers
that may occur in the counselling could be due to lack of knowledge, unconscious biases
prejudices values and beliefs, making the client of their own feelings, unwillingness to
explore, confusion between acceptance and approval and loss of respect for the client.

It is therefore paramount that the therapist is non-judgemental. While the therapist may
uphold their own values, they should not be enforced on the client, and should attempt
not to pass judgement about the client.

Being judgemental in the counselling relationship does not allow the therapist to take
into account feelings. It is critical and condemns others because their behaviour or beliefs
are perceived to be unjust, wrong motives or character. Judgementalism is subjective,
leaving little room for negotiation or understanding, and is an exercise that evaluates and
rejects the client’s worth. As a result it dims, splits and fragments relationship.

When we refuse to accept diversity and equality in the counselling relationship it leads to
the client feeling uncomfortable and does not explore the behaviour that is of concern as
they are afraid of being judged, feels challenged and intimidated. It creates a blind spot in
the relationship. It does not allow the therapist to counsel the client effectively while they
continue to judge and condemn their behaviours.

It is often associated with authority control, hierarchy, rules and regulations that impose
standards of behaviour.
Sharonjit Kaur Bassi 10.10.21