THE CHRYSALIS DIPLOMA IN COUNSELLING SKILLS AND THEORY

SUCCESSFUL CANDIDATES WILL ACHIEVE THE PRINCE’S TRUST LEVEL 4 DIPLOMA IN COUNSELLING SKILLS
AND THEORY (RQF)

COMPONENT 1: FOUNDATIONS OF COUNSELLING AND THEORY PART 1: THE PSYCHODYNAMIC

APPROACH
(OFQUAL REF NO. M/618/5630

MODULE 1
CLASS NOTES – PLEASE PRINT AND BRING TO CLASS
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 STANDARDS FOR Standard Description
COMPONENT 1

1. Understand theory in relation The key aspects of the Psychodynamic approach are explored with emphasis on the
to the Psychodynamic Approach dynamic nature of the mind and the importance of early experiences. Early
psychodynamic theory is introduced, including the concepts of separate but interacting
parts of the mind, movement of energy between them, the operation of defence
mechanisms and stages of development.

2.Understanding principles of The professional and ethical aspects of counselling are introduced to the learner with an
counselling emphasis on the development of knowledge and ability to work within a professional and
ethical framework. Basic principles of a professional relationship such as using the Core
Conditions and understanding boundaries and confidentiality are explored.

3. be able to evaluate own This standard introduces the learner to active listening skills through reflective practice
practice overseen by the tutor. Using role play scenarios learners develop practical skills and self
awareness. Learners are encouraged to reflect on their ability to use certain skills and to
evaluate their work and identify any areas for development.

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BETWEEN CLASSES
 
Self-directed study is a large part of your course and you need to complete the four tasks below between each class
 
Mandatory assignment
 
Download the assignment task from Moodle relating to this Component, check you fully understand it and ask your tutor if anything is not clear. Ensure you follow the guidelines both in
the assignment document and in your Marking and Assessment Guide and submit your work within the deadline given.
Passing all assignment tasks is a necessary part of passing your course.
 
Reflective Journal
 
You are expected to write in your reflective journal throughout the course and you should write several entries between this class and the next. Although you do not have to submit your
journal, some mandatory assignment tasks expect extracts from your journal. Ensure you understand the purpose of your journal and ask your tutor is anything is not clear.
 
Required reading
 
Self-directed research is a requirement of the course. This should include reading your online notes thoroughly, and following up any references or required reading listed in the notes or
given to you by your tutor. At this level of your training you should be carrying out your own research of relevant sections from your course textbooks.
 
Skills Practice
 
Practising the skills you are learning in this Component and building Practice Hours is a requirement of the course. Ensure you fully understand the nature of ‘skills practice’ to log on
your practice log and ensure you have several hours of suitable skills practice between this class and the next for your tutor to sign off. Consult your Marking and Assessment Guide to
clarify what is suitable practice and ask your tutor if you need to.
 
 
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The approach you are learning on this course, which respects, values and utilises
different approaches
(Cooper and McLeod (2010))
 
“There is no one right way of conceptualising clients’ problems – different
understandings are useful for different clients and different points in time, and
there is no one right way of practising therapy – different clients need different
things at different points in time.”
(Cooper and Dryden (2016) p 3)

Pluralistic Counselling
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Basic principles of Psychodynamic approach:
 
 Psychodynamic theory is determinist, meaning it views our behaviour as being caused entirely unconsciously
 Our unconscious contains a host of memories, phantasies, thoughts and feelings which we find unacceptable or too
threatening to be conscious.
 Our early relationships are important and problems in these relationships can create problems later on in life.
 Therapy involves clients becoming aware of this unconscious material to understand the meaning of their distress or
symptoms.
 We resist awareness of this material through a range of mechanisms called Defence Mechanisms.
 Resistance in therapy also often manifests as transference and countertransference
 More modern psychodynamic theories have to a large extent moved away from some of the main aspects of Freud’s model,
such as the psycho-sexual stages of development and the pleasure principle towards a more relational and social context.

Freud’s Psychoanalysis and the Psychodynamic approach

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 ID – primary instincts for survival – to meet our
needs for food, warmth, reproduction. Driven by a
force called Libido, and wants needs met
immediately.

Ego – develops from the ID, a more rational

mechanism that attempts to manage the forces of
the ID and balance the sometimes opposing forces
of ID and Superego.

Superego – moral and social standards incorporated

through learning from early caregivers.

Freud’s Model of the Psyche (Mind)

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 There is conflict between these three parts, and
to deal with this conflict, the person utilises a Example of transference:
number of ego defence mechanisms, these  The client believes you look like his dad
include:
who he doesn't get on with and starts to act
 Repression towards you as if you are his dad,
 Sublimation becoming hostile. (This is usually an
unconscious process)
 Phobic Avoidance
Example of Countertransference:
 Projection
 Denial
 You start to react back to the client’s
hostility, rather than recognising the
 Confusion transference by the client
Transference and Countertransference are
important concepts in this approach but take
experience to identify and to work with.

EGO DEFENCE MECHANISMS

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Other approaches under the Psychodynamic heading

 Jung’s Analytical Psychology,

 Adler’s Individual Psychology,
 Klein’s Object Relations theory
 Erikson’s Stages of Development
 Bowlby’s Attachment theory.
  
 All of these approaches require long and detailed specialist training. It is common for clients to have
analysis for several years. Psychodynamic counselling borrows from the core ideas of these
approaches and is shorter term.

PSYCHOANALYSIS IS FREUD’S APPROACH.

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The Johari Window (Luft, 1969)
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 Acting professionally Creating a helping
& ethically environment

NCS Code of Ethics/PSA Register What helping a person means

Foundations of the therapeutic relationship

Confidentiality Why we want to help and what we gain
Limits to confidentiality – (e.g. risk of harm) Negative reasons to help -
Confidential notes, personal details and GDPR therapist control, boosting self-worth

Working within limits of competency Rogers’ Core Conditions

How therapist personal issues affect client Active listening and what this means
Supervision and personal therapy The process of therapy, issues to goals

As a student: As a student:
Define your current level of competency Consider your practice environment
Suitable volunteers Consider who will be your volunteers
Suitable practice Ensure you are making time to practice

Contraindications Ensure you are practising suitable skills

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We are practising the following core skills this month:
 Active listening
 Reflecting
 Summarising
 Paraphrasing.
 The Core Conditions
When practising your skills as a client, therapist or observer, remember the basics of giving and receiving
constructive feedback and its purpose.
Remember the importance of self-awareness and self-reflection
Reflect on your practice in your journal later, so you should make brief notes after each practice session to use
when writing your journal.

AFTERNOON SKILLS PRACTICE

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 CLIENT A
You are a female in her 30’s. You have been feeling anxious, you are not sleeping well and you seem to be ‘on edge’ all the time. You
have tried explaining how you feel to your family and some friends, but they just don’t seem to ‘get it’. You really need to talk things
through and try to find a way ahead.
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CLIENT B
You are a male in his late 50’s. You’ve recently been thinking about a big life change but you have concerns about it. It will mean
changes for your wife and family who depend on you. You would love to talk to them about it but when you have tried they just get
worried and it’s difficult to really explain how you feel. You are here because you think talking to a stranger might help.
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CLIENT C
You are a female in her 20’s. You’ve been feeling quite stressed and out of sorts. You recently started a course at University which
your elder sister did a few years ago. She told you it would be great for you but you are struggling. You don’t want to talk to your
family as you feel you are letting them down, and you don’t have many new friends at Uni yet.
 

CLIENT ROLE PLAYS (USE A DIFFERENT ONE FOR EACH CLIENT IN THE TRIAD)

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Client
NOTES:
How did you feel as a client in this role?
How did you think you engaged?
Did you think you were accurately listened to?
Was there any way the therapist could have engaged differently?
  

Counsellor.
How did you feel as a therapist in this role?
How did you think you had engaged? NOTES:
What did you think you did well?
What would you have done differently?
 

Observer.
Note and feedback at the end of each session what was observed about the dynamic of
the session, such as:
What was the body language of both the therapist and the client like? NOTES:
Did the therapist show awareness of the concerns of the client?
How did the client engage and respond to the therapist?
Remember you are here to observe the session, not to be another therapist.
 
 
 
 
 
 

REFLECTION ON SKILLS PRACTICE

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