Mental Health Issues

Mental Health Issues Course Outlines

Module Purpose:
This module provides a foundational introduction o abnormal psychology and to contemporary issues in mental health care. The student develops an understanding of psychological assessment and learns how to identify and appropriately refer people who present with a mental health issue. Te broad spectrum of health issues are treated ranging from anxiety, mood and personality disorders, schizophrenia, eating disorders, substance misuse and legal and community issues in the treatment of mental health problems. The ethical, legal and social rights and obligations of people with mental health issues are explored and discussed.

Module Content:
This module presents the student with a comprehensive introduction to mental health and provides the knowledge and skills for identifying mental health issues. Students explore the meaning and nature of mental health, develop competency to assess the incidence f mental health problems in any given community, discuss current issues in mental health and identify the key features and behaviour of those with common types of mental health problems. Emphasis within this module is to develop understanding and sensitivity to mental health issues and confidently and appropriately refer a client with a mental health problem.

• Definitions, concepts and terminology: mental health, normal and abnormal behaviour, common mental health problems and their incidence across cultures, social deviance and mental illness, socio-cultural norms and values, prognosis and socio-cultural factors in recovery, gender issues and mental health illness
• Current mental health issues: Review of the Mental Health Act and Disabilities and Guardianship Act, implications for workers in the community of de-institutionalisation of community-based treatment facilities, rights of patients as consumers of health care services, complaints mechanisms, support services for families, roles of medical and non-medical personnel in treatment, common medications and their effect
• Common types of mental health problems: psychosis, personality disorders, Schizophrenia, bipolar (manic depression) disorders, depressive illness, obsessive compulsive disorders, anxiety and phobias, suicide risk assessment, approaches to classification (DSM IV), key features and behaviours of common types of mental health problems, basic assessment procedures for referral purposes

Learning Outcomes:

The learner will be able to:

1. Use the terminology and core concepts of mental health issues
2. Identify current issues in mental health
3. Identify possible abnormal behaviour and common types of mental health problems

Supervision and Personal Ethics

Supervision and Personal Ethics

Module Purpose:
Supervision 1 is a comprehensive introduction to the theory and practice of supervision within a generic perspective, making this module relevant to counsellors and human resource practitioners alike. The aim of this module is to provide an introduction to the purpose and practice of supervisors to suite their professional needs and how to use supervision to maximise their personal learning. The module provides a solid theoretical and practical understanding of the process of supervision in the light of different models, methods and rationales.

Students are guided to reflect on the setting and context in which they work, to consider ethical and legal concerns, and to analyse their experience and practice of working with people. Opportunities are provided to write a supervision contract, plan for evaluation and review, present client cases, receive and give feedback and gain self awareness on practice. Please note: Students will need to have completed or be in the process of completing their fieldwork before enrolling for this module.

Learning Outcomes:
The learner will be able to:

• Understand the importance of supervision in practice.
• Demonstrate preparation for supervision sessions.
• Explore the role of the counsellor and practice in supervision.
• Understand the importance of contracts and boundaries.
• Identify the process of acquiring and working with clients.
• Explore and identify the skills required to maintain a counselling relationship.
• Establish and explore the stages of the counselling relationship.
• Awareness of personal issues relating to the counselling relationship.
• Identify when and how to refer clients to other practitioners.

Coaching Skills 2

Coaching Skills 2 Course Outlines

Pre-requisites: Coaching Skills 1

Module Purpose:
This module supports students in developing an advanced understanding of coaching practice by supporting each student through the development of a unique model and framework of practice. Students deepen their awareness and understanding of the coaching process and examine different paradigms to activate flow in a coaching relationship. Students explore how to position coaching interventions effectively within systemic and organisational contexts. Skills for the development of leadership in a postmodern world are introduced.
Students can expect to develop a more integrated coaching skill-set in which they artfully facilitate the assessing of potential through a clearly defined model of practice, an advanced understanding of process and an appreciation of systemic and contextual factors bearing on a coaching intervention.

Module Content:

• Accessing potential through scenario planning.
• Developing a practitioner model and framework of coaching.
• Systems thinking in coaching.
• Understanding the organisational context when coaching.
• Developing diversity awareness.
• Coaching for leadership development.
• Advanced skills for the process-oriented coach.
• Professional and peer --supervision.
• Behavioural assessment principles.
• Effective communication of coaching model.
• Building a coaching practice

Learning Outcomes:

1. Develop a unique practitioner coaching model and framework.
2. Demonstrate an advanced ability to understand and work with human process.
3. Understand key ways to access potential through a coaching relationship.
4. Develop a systemic awareness in interpreting and working with a client system.
5. Understand the influence of organisational dynamics and structures on a coaching intervention.
6. Develop an ability to participate effectively in professional and peer-supervision.
7. Demonstrate an ethical understanding of the practice of coaching
8. Develop an understanding of effective ways of developing a coaching practice

Coaching Skills 1

Coaching Skills 1 Course Oultines

Module Purpose:
This module equips students with a foundational understanding of the knowledge and skills required for effective life, career and transformational coaching.

Students develop an awareness of the distinctive role of this emergent field, and build a framework on which to develop integrative coaching practice. Different theoretical perspectives and skills are practically applied to different coaching contexts.

Module Content:

• Historical perspective and development of coaching
• Integrative Coaching Framework
• Models of Coaching
• Contracting
• Assessment and Intervention Strategies
• Coaching as a Learning Conversation
• Counselling Skills in Coaching
• Process Orientated Coaching Skills
• Performance based approaches to Coaching
• Assessment: Double and Triple Feedback Loops
• Ethical Guidelines and Professional Standing
• Develop Self Awareness and Practise
• Ongoing Learning and Development

Learning Outcomes

The learner will be able to

1. Demonstrate an understanding of the differences and similarities between coaching, counselling, mentoring and consulting.
2. Identify the main a theoretical perspective out of which coaching has emerged.
3. Develop an integrative coaching framework, demonstrate its application in different contexts, and apply different theoretical models.
4. Evolve a unique integration of the learnt models into personal coaching practice.
5. Assess the effectiveness of a coaching relationship.
6. Understand the scope, and ethical use of coaching.

Family and Relationship Counselling

Family and Relationship Counselling Course Outlines

Pre-requisite: Counselling Skills

Module Purpose:
The purpose of this module is to provide a conceptual framework together with the application of specific counselling skills and competencies for working with couples and families in a counselling role. The module builds upon the knowledge and skills acquired in previous counselling modules and isolate the knowledge, skills and competencies for counselling couples and families. Students are expected to integrate skills already acquired with the particular demands of working with couples and families within the counselling role.

Module Content:
The content of this module equips students with a foundational understanding of the knowledge and skills required for effective family and relationship counselling. Students develop an awareness of the similarities and differences between individual, relationship and family counselling; they learn to identify the different theoretical approaches associated with this form of counselling and to apply, assess and evaluate the effectiveness of family and relationship counselling.

• Comparisons between individual, relationship and family counselling: key features of: individual counselling, couple counselling, family counselling similarities and differences between approaches, gender, social and cultural issues
• Approaches to family and relationship counselling: structural system approach, strategic/communication systems approach, Bowenian approach, existential/humanistic approach, behavioural approach, psychodynamic approach, differences between counselling and mediation
• Using the Structural/Strategic Systems approach: genograms, presenting problems and family structure, lifecycle development and family problems tracking circularity and repetitive patterns of interaction
• Recognising common presenting issues for relationship and family counselling: mis-communication, hierarchy imbalances, family lifecycle transition difficulties, gender issues, boundary issues in the system and sub-systems
• Conducting a couples interview: engaging with individual and their relationship, identifying problem areas, formulating counselling hypothesis, remaining impartial, reaching agreement on problem/issue, selecting counselling strategies, assessing outcomes
• Conducting a family counselling interview: engaging the individuals and the system, identifying the problem in terms of individuals, system and sub-system, identifying underlying problems, formulating hypotheses, determining the sub-systems needing to be addressed, selecting strategies/interventions, strategies for assessing outcomes
• Common problems for couples and families: work-related stress, retrenchment/unemployment/re-training, serious accidents and illness, change of family structure, family dissolution – separations and divorce, re-focussing couples and families, substance abuse, domestic violence, sexual abuse
• Assessing effectiveness of counselling: assessing client(s) satisfaction, assessing changes in patterns of behaving and interacting, monitoring changes, making appropriate referrals, terminating the counselling relationship.

Learning Outcomes:

On completion the learner will be able to:

1. Describe and explain the similarities and differences between individual, relationship and family counselling
2. Identify the primary theoretical approaches to family and relationship counselling
3. Apply Structural and Strategy Systems Theory to family and relationship counselling
4. Recognise the common issues presented in relationship and family counselling as distinct from individual counselling
5. Conduct an interview with a family
6. Identify common problems for couples and families
7. Assess the effectiveness of relationship and family counselling

Crisis Intervention

Crisis Intervention Course Outlines

Prerequisites: Counselling Skills 1

Module Purpose:
This module provides the student with the knowledge and skills for the effective intervention and management of crisis. Students learn to identify types of crisis and how to apply appropriate intervention strategies and techniques for counselling people in crisis. The theory and practice of crisis intervention is experientially presented and students learn how to assess, counsel and refer clients through simulated learning experiences. Students are expected to acquire self-knowledge in understanding their own limits for dealing with crises and appropriate the role of decision-making and creative options for helping others in crisis.

Module Content:


This module provides the student with the knowledge and skills for the effective intervention and management of crisis. Students learn to identify types of crisis and to apply appropriate intervention strategies and techniques for counselling people in crisis. The theory and practice of crisis intervention is experientially presented and students learn how to assess, counsel and refer clients. The following content areas are covered in this module:

• Identifying people in crisis: definitions, identifying behaviours, distinguishing between a “crisis” and other types of presenting problems, catalysts of crises
• The counselling role in dealing with crisis: contexts requiring crises counselling skills, parameters for the counselling role, skills and attributes for managing crises
• Crisis intervention strategies and techniques: agency policies and procedures, utilising supports, intervention strategies, the needs of clients in crisis, assessing ability to respond to client needs, recognising strengths and weaknesses and support needs of worker, determining an appropriate course of action
• Selecting and using crisis intervention techniques in the workplace: range of possible intervention techniques, communication techniques – verbal and non-verbal, methods for evaluating intervention techniques
• Crisis intervention and management skills: remaining calm under pressure, determining own limits and capacity to cope, providing creative options, setting realistic short-term goals, managing difficult clients in crisis, managing own stress and the use of debriefing, demonstrating techniques and skills

Outcomes:

On completion the learner will be able to:

1. Identify people in crisis
2. Describe the role of counselling in dealing with a crisis
3. Identify intervention strategies and techniques for dealing with crises
4. Identify intervention techniques for dealing with crises in the workplace
5. Demonstrate the key skills for effective crisis intervention and management
   
   

Interpersonal Skills and Communication

Interpersonal Skills and Communication Course Outlines

Module Purpose:
This Module provides foundational knowledge, skills and capabilities for effective interpersonal communication, one-to-one and in groups. Through the study of this module students gain a broad understanding of contemporary interpersonal theory and practice and a comprehensive skills-base to work effectively and efficiently with people in a variety of contexts. Students are guided in their understanding of the factors and influences that directly and indirectly affect the interpersonal communication process. They are assessed in their application of knowledge, skills and capabilities to simulated and real-life situations throughout the duration of the module. Emphasis within the Module is placed on students acquiring and applying interpersonal skills to address complex interpersonal situations and to work within a variety of contexts as an effective, conscious and confident interpersonal communicator.

Module Content:
In this module students learn to understand and apply the skills of effective communication in a wide variety of contexts and situations. The curriculum covers self-awareness, personal and interpersonal power, attitude, values and perception of emotional and intellectual intelligence, dealing with difference and the skills of working together in teams. This module provides a solid foundation for counselling, together with indispensable skills for dynamic interpersonal relationships.

• Interpersonal skills and effective communication: elements in the communication process, types of interpersonal communication, and barriers to effective communication
  Attitudes, values and perception in communication: communication barriers as a result of attitudes, values and perceptions, self-awareness of communication skills, strategies for overcoming barriers
• Effects of behaviour on interpersonal communication: self-esteem, defensive/passive-aggressive/assertive types of behaviour, dynamics of interpersonal behaviour
• Communication skills: power and empowerment, distinguishing between assertiveness and aggressiveness, the contexts for assertiveness skills, and strategies for using assertiveness skills
• Interpersonal skills in workplace teams: team goals and problem solving, negotiation Skills, and the application of guidance and feedback
• Helping relationships: defining and maintaining a helping relationship, client evaluation of the helping relationship, responding to client feedback, valuing clients, dealing with difficult clients/customers, handling complaints

Learning Outcomes:

The learner will be able to:

1. Explain and demonstrate effective Interpersonal Skills as part of a communication process
2. Identify and analyse the significance of attitudes, values and perceptions in Interpersonal Communication
3. Demonstrate and evaluate a range of Interpersonal Communication skill
4. Participate in, guide and facilitate work groups

Counselling and working with Adolescents

Counselling and working with Adolescents

Prerequisites: Counselling Skills I

Module Purpose:
The purpose of this module is to provide the learner with opportunities to develop and refine skills and capabilities to work with adolescents based on a comprehensive study of the concepts, theories and issues that are an essential part of understanding adolescent development. A major feature of this module is to help develop in the student a familiarity with the major theories on adolescent’s development, to understand adolescent issues and needs from a psychological and sociological perspective, and to learn strategies that enhance communication and counselling skills in dealing with adolescents.

Module Content:
This module provides the student with the skills and knowledge that are foundational to working effectively with adolescents. Students study the concepts theories and contemporary issues that are an integral part of understanding adolescent development. Through the study of this module the student is introduced to the major theories on adolescent development, explores adolescent issues and needs from a psychological and sociological perspective, and learns to identify and demonstrate strategies to enhance communication and counselling competencies in working with adolescents.

• Terminology and concepts for working with adolescents: definition of “adolescence”, developing individual identity, peer pressure, autonomy, risk-taking, self-esteem and sexuality
• Major theories on adolescent development: psychological theories, motivational changes related to physical growth and development, cognitive development
• Sociological perspectives on adolescent development: role of peer pressure, role of media influences, role of moral and legal dilemmas, uncertainty regarding the future, cultural conflicts
• Adolescent issues: personal identity development, risk taking in development of identity, source of distress/difficulties, unemployment, housing issues, income support, cultural issues, value systems, dilemmas, conflicts, sexuality and sexual behaviour, substance abuse in adolescents, suicide amongst adolescents, parental conflict and control, goals of adolescent “limit testing”
• Communication skills for working with adolescents: role of trust in communication, establishing rapport, using appropriate language Counselling strategies for working with adolescents: strategies for counselling in informal settings, strategies for formal counselling with adolescents, referring adolescents for specialist assistance – options and procedures, using community, parental and family resources to support adolescents, referral and advocacy

Outcomes:

The learner will be able to:

1. Use terminology and concepts for working with adolescents
2. Demonstrate knowledge of the major theories on adolescents development
3. Recognise sociological perspectives impacting on adolescent issues
4. Identify adolescent issues
5. Use communication skills for working with adolescents
6. Apply counselling strategies for working with adolescents
   
   

Stress and Anxiety Management

Stress and Anxiety Management Course Outlines

Module Purpose:
This module provides students with opportunities to integrate their learning throughout the duration of their course, to prepare for ongoing professional development and to think about the role of reflective practice and stress management in their lives.

Emphasis throughout the module is centred on maximising the student’s self-awareness, integrating reflective practice and the application of appropriate and effective stress management strategies into their professional and personal lives. Student resources for career development, strategies to maintain and promote a healthy lifestyle and to prioritise goals and objectives are explored and developed.

Module Content:

• The process of professional development and reflective practice
• Personal identity
• Professional development
• Personal and professional goals and priorities
• Becoming a reflective practitioner
• Developing a professional identity
• Support mechanisms for professional development and reflective practice
• Professional and personal networks
• Marketing yourself in print and in person
• Identifying the indicators of stress and managing stress in life
• Being professional and reflecting on practice

Learning Outcomes:

The learner will:

1. Develop self-understanding and explore one’s personal identity
2. Determine professional goals and priorities
3. Explain the concept of reflective practice and describe the process for integrating reflective practice as part of professional development
4. Develop a career plan, identify resources for career development and apply job-seeking skills
5. Maintain health through stress management techniques

Neuro-Linguistic Programming (NLP)

Neuro-Linguistic Programming (NLP)

“The best investment I have ever made in myself and my life”
Anne Rademeyer, Clinical Psychologist

The South African College of Applied Psychology (SACAP) in association with Advanced Human Technologies (AHT) brings you an exceptional learning process that combines the very best in Neuro-Linguistic Programming, Hypnotherapy and Coaching. The programme is designed to take you through a transformational process; clearing your past, empowering your present and creating the future you want; while giving you the skills and resources to transform and empower others.

What you will learn
Together we take a look at the experience of being human and how we construct the reality we take for granted. By becoming aware of the creative and selective process behind our worldview, you can notice where you have limited yourself. During the course you will begin to attune yourself to the world around you and as a result you will experience a profound difference in your ability to relate to yourself and others, opening up empowering channels of communication. We invite you to discover your resources by becoming aware of the structure of your languaging and belief systems and how these determine the way in which you create choice. With choice you can create the possibilities and opportunities that will result in measurable and observable success in any area of your experience.

The training and your personal coaching

This experiential curriculum merges in-depth enquiry, illuminating demonstrations, breakthrough processes and supportive coaching designed to give you fully integrate success mastery.

The trainer, Min McLoughlin, has dedicated her life to the realisation of human potential and is a Director Designate of SAANLP (the South African Association of Neuro-Linguistic Programming) and a member of the Cape Town Steering Committee of COMENSA (Coaches and Mentors of South Africa).

This course is about:

• Creating choice and discovering resources where you thought there were none.
• Manifesting possibilities along with the opportunities to realise the life you want to live.
• Giving you the tools and technologies to contribute powerfully to the world and people around you.
• Experiencing fundamental, long lasting change.
• Filling all areas of life with passion, creativity, confidence, energy, insight, fulfilment, excellence and success.

Certification

At the end of your four-month programme you will receive 3 certifications:

• Practitioner of the Art and Science of Neuro-Linguistic Programming
• Practitioner of Ericksonian Hypnotherapy
• Practitioner of Energy Re-sourcing TM

This course is recognised and supported by COMENSA (Coaching and Mentors of South Africa), the South African Services SETA, the American Board of NLP and the American Board of Hypnotherapy.

You have a choice of two study options:

1. The first is the 7-Day Intensive experience, which is backed up by 20 CD’s and a completed manual, including exercises and a Research Paper. Each of the ten modules of the course can be completed at your own pace, in your own home or working environment, with access to your own coach who is there to help you achieve your outcomes relating to your experience and understanding of the material. When you have completed the Distance-Learning component, you will then join a 7 Day Intensive fully experiential training where you put into practice all that you have learned and take your learning to the level required to be certified as a Practitioner of NLP.
   
   
2. The second is the four-month Success Mastery training. This involves four four-day modules, spaced a month apart. The material covered in the NLP section is the same as in the 7-day Intensive but this course is geared for more personal transformation and includes a four-day module learning to additional certification as a Practitioner of Ericksonian Hypnotherapy and as a Practitioner of Energy Re-Sourcing ©.

The course have been designed with the following delegates in mind

The 7-DAY INTENSIVE is ideal for those:

• Who are not necessarily based in Cape Town and will find it easier to attend the whole training in one intensive session
• Who prefer to work at their own pace, within their timeframes
• Who are looking at the whole NLP career path and continuing to certify as an NLP Master Practitioner and then NLP Coach
• Who primarily want to understand exactly what NLP is and it works, and to use the skill and techniques in their everyday working, community or personal environment

SUCCESS MASTERY is ideal for those:

• Who prefer a fully experiential learning environment
• Who do not like listening to audio material
• Who do not wish to work on their own
• Who are looking for a journey of personal transformation
• Who want to add NLP skill to their existing repertoire of therapeutic, counselling, spiritual or other healing skills in arena of health care, be it mental, physical, spiritual or all three.

Counselling in Loss

Counselling in Loss Course Outlines

Module Purpose:
The purpose of this module is to provide the student with specialised knowledge and skill for counselling people in grief and loss. Through the study of this module, students learn to identify and work with the stages and processes associated with grief and loss and to consider the impact that cultural influences can have upon their interaction with clients dealing with grief and loss.

Module Content:
Students undertaking this module are provided with the necessary knowledge and skills for counselling people experiencing the effects of grief and loss. An understanding of the grief process and the influence of culture are considered together with the students personal history and experience of grief and loss. Through study and self-reflection, students acquire strategies and skills to work confidently and appropriately with clients as they move through the grieving and loss process. The following topics are covered in this module:

• Concepts of loss and grief: personal history of loss and its universality, stages of grieving, mourning; rites and rituals and cultural differences
• Key issues in bereavement counselling: modes of death, attitudes to death and dying, role of cultural issues, death anxiety, loss and grief reactions, counselling children, adolescents and families regarding loss of a child
• Role of counsellor in dealing with loss: contexts for counselling, goals of counselling in loss, client recognition of stages of grieving, helping clients cope; strategies, special skills and attributes of counsellor in loss, counsellor recognition of own issues and separation from clients
• Strategies for bereavement counselling: identifying client’s stage of grieving, strategies related to particular stages of grief and mourning through the grief cycle, specific strategies for client’s coping with loss of children, specific strategies for children dealing with loss
• Key skills of counselling in loss: calmness, compassion, empathy in active listening limits and capacity to assist clients, options and strategies for dealing with extreme loss, assisting clients cope with grief and consider future goals, assisting clients to formulate action plans and monitor achievements, handling difficult clients in loss managing own stress and possible personal issues, seeking supervision and debriefing for loss cases

Outcomes:

the student will be able to:

1. Use the terminology and concepts for counselling in loss
2. Identify the key issues in bereavement counselling
3. Identify the role of the counsellor in dealing with loss
4. Identify strategies for bereavement counselling
5. Demonstrate the key skills of counselling in loss

Somatic Counselling and Coaching Skills

Somatic Counselling and Coaching Skills Course Outlines

Module Purpose:
This module introduces a somatic approach to counselling and coaching. This complements the counselling/coaching skills acquired in other modules, broadening the student’s competency. The main focus is working with individuals. There is also basic introduction to applying this approach to working in different contexts in which counselling and/or coaching skills can be utilized, such as with couples and groups of different kinds. The module also focuses on personal development of the student in terms of skill and professional attitude needed to provide professional counselling/coaching services from a somatic perspective. Students are provided with opportunities through study and practice, to develop the skills and knowledge necessary for their role as a counsellor and/or coach integrating or specializing in a somatic approach. This module integrates Western approaches to Somatic Psychology with Eastern approaches to mind-body health and well-being, applied to counselling and coaching.

Content:
The content of this module is to introduce somatic counselling and coaching skills in theory and practice. Content covers the following:
Introduction to somatic counselling and coaching, including definitions, historical roots, pioneer figures (historic and current) and current applications including traditional psychological influence.

• Somatic counselling and coaching skills including listening and reflection skills: body and movement-based awareness practices; body and movement-based skills for enhancing effectiveness in action, self-expression and sense of life fulfilment.
• Introduction to a framework for somatic counselling/coaching work, including application to structure a single session and to overall process of starting, maintaining and terminating/closing work with clients.
• Assessment, programme-planning, goal –setting and record keeping from a somatic perspective. Included here is training in presenting a case study report.
• Developmental perspectives in somatic counselling and coaching.
• Movement/dance in counselling and coaching.
• Creative process in counselling and coaching, using dance/movement as tool.
• Working with imagery, metaphor and dreams.
• Skills for working with specific conditions/applications, including mild shock and trauma. Pain management, grief and loss, anger management, working with conflict or resistance in counselling or coaching, HIV/AIDS support work and more. Included here is education about appropriate referral.
• Application to different contexts including working with individuals, couples and different kinds of groups. Diversity and cultural issues are addressed here.
• Ethics in somatic counselling and coaching.
• Peer supervision using/incorporating somatic approach.
• Self-assessment of strengths and challenges.
• Evaluation/integration of feedback from clients, peers, and supervisor (in this case feedback from peer supervisor and class facilitator)

Outcomes:

The learner will be able to:

1. Demonstrate competency in applying body-based option/s for personal health promotion and stress management.
2. Demonstrate competency in somatic skills for listening, reflection and cultivating presence in the counselling/coaching role.
3. Demonstrate skill in applying movement/dance in counselling/coaching. Included here is skill in the application of movement/dance as creative or expressive medium.
4. Demonstrate ability to facilitate a process of change/transformation involving somatic skills in counselling and coaching with ability to apply this work to short and longer term contexts.
5. Demonstrate awareness of different approaches to somatic counselling and coaching and evolve a unique integration of this material into a personal theoretical and practical orientation for somatic counselling and coaching.
6. Demonstrate awareness of scope of practice and basic diversity issues (e.g. cultural factors) in working with a somatic approach.
7. Establish somatic counselling/coaching goals, programme plans and ongoing assessment strategies. This includes maintaining client records.
8. Knowledge of when to refer clients.
9. Demonstrate awareness of ethics in somatic counselling and coaching.
10. Demonstrate ability to incorporate a somatic approach in peer-supervision.

Counselling Skills II

Counselling Skills II Course Outlines

Prerequisites: Counselling Skills 1

Content:
The content of this module is intended to build on, strengthen and further develop and refine the competencies gained in Counselling Skills I. In this module students are guided to engage in a process of critical reflection and self-examination to monitor their counselling behaviour and identify and address areas requiring further skill and knowledge development. The student learns how to manage a caseload and maintain counselling records, to accurately assess the counselling relationship; and to engage in professional supervision of their counselling practice.

• Demonstrate advanced counselling skill competencies; the skill of active listening; empathy, problem exploration, clarifying and reflecting, probing and confrontation
  Establish counselling goals and action plans: define the client’s goals, set realistic goals, plan a workable strategy, support action implementation, and evaluate the action plan with the client.
• Manage the counselling role: monitor case load and set appropriate limits, implement time management and stress management strategies, keep records, develop systems, policies and procedures, maintain confidentiality in record keeping systems, understand legal and ethical implications of record keeping
• Refer clients appropriately: identify potential referral agencies, support services and professional bodies, and develop processes and procedures for referral of clients
• Undertake professional supervision as a counsellor: understand the nature, purpose and benefits of supervision, organise to be supervised regularly, prepare for and attend supervision sessions, assess strengths and limitations within the counselling role, evaluate feedback from clients, peers and supervisor, assessment of self in terms of ethical and moral standards

Outcomes:

The learner will be able to:

1. Demonstrate advanced counselling skill competencies
2. Establish counselling goals and action plans
3. Manage the counselling role
4. Refer clients appropriately
5. Undertake professional supervision as a counsellor

Counselling Skills I

Counselling Skills I Course Outlines
Prerequistites: Counselling Methods

Module Purpose:
The purpose of this module is to provide for the trainee counsellor a comprehensive framework for the counselling process and the development of core counselling competencies. Students are provided with extensive opportunities to develop the skills and knowledge necessary for their own counselling role and identity. Students develop skills in attending; reflective responses (paraphrasing/reflecting feelings/active listening”; expressing empathy; asking questions; probing; summarising; challenging; and action planning. Students engage in reflection and self-examination to develop their skills and monitor their own counselling behaviour. This module provides the foundation for further specialised counselling skill development and forms an essential base for specialised counselling modules and is a prerequisite for Counselling Skills 2. This is a core module in the Certificate IV and Diploma in Counselling and Communication.

Content:

• The content area of this module introduces the student to the theory and practice of core counselling competencies. Throughout the module the student develops skills to establish their own counselling role and identify, to form a professional counselling relationship, to structure and manage the counselling process; to assist clients in setting goals; and to become self-reflective within the counselling role. Students engage in a process of reflection and self-examination throughout their study.
• Use and apply the terminology and concepts of counselling
• Demonstrate, analyse and evaluate the application and integration of core concepts of counselling theory and skills: understand the terminology and concepts of counselling definitions, Egan’s Skilled Helper model. Explore alternative models of counselling. Identify the core concepts of counselling. The contexts for counselling in the workplace, and distinctions between “counselling” and “therapy”
• Demonstrate counselling skills and conduct an initial counselling session
• Identify and understand social, legal and ethical issues in counselling and within the counselling role and appreciate the limitations of counselling: discuss ethics, roles, extent of counselling skills and attributes of a counsellor: clarify the extent of the counselling role; the limits of counselling skills, ethics of counselling, maintaining and developing helping skills and the limits of the client/counsellor relationship
• Establish appropriate and effective counselling goals and action plans with clients: discuss goal setting and action planning; define client’s goals and workable action plans.

Learning Outcomes:

1. Use the terminology and concepts of counselling
2. Demonstrate, analyse and evaluate the application and integration of core counselling theory and skills
3. Demonstrate counselling skills and conduct an initial counselling session
4. Identify and understand the social, legal and ethical issues in counselling within the counselling role and appreciate the limitations of counselling
5. Establish appropriate and effective counselling goals and action plans with clients

Counselling Methods II

Counselling Methods II Course Outlines

Preresquisite: Counselling Methods I

Module Purpose: This module is an extension and development of Methods of Counselling 1 and provides an introduction to further major counselling theories, methods and strategies. Students will have opportunities to integrate their preferred methods of counselling and to deepen their understanding of the theory and practice of major counselling approaches. This module provides students with a critical understanding of the main counselling and psychotherapeutic approaches available today.

Module Content:
This module is an extension and development of Methods of Counselling 1 and provides and introduction to further major counselling theories, methods and strategies. Students will have opportunities to integrate their preferred method of counselling and to deepen their understanding of the theory and practice of major counselling approaches. The following methods are covered in this module.

• Phenomenological Psychology: overview of the phenomenological orientation to counselling; the principal task of phenomenology; the difference between objective and subjective reality when counselling others; the noematic and noetic foci of internationality in an experience
• Existential Therapy: the principles of existentialism; the essential givens of existential therapy; the process of existential therapy; the skills and methods pertaining to the existential wheel; a associative questions and challenges as interventions
• Person-Centred Therapy: the principles and goals of person-centred therapy; the attitudes and personal characteristics of the therapist and the quality of the client/therapist relationship as prime determinants of the outcome of the therapeutic process; the implications for using accurate empathy, unconditional positive regards and congruence in counselling; ways to promote self-actualisation
• Gestalt Therapy: the principles of Gestalt Therapy and the concept of contact and its application to the counselling context; the therapeutic goals of Gestalt Therapy, Person-Centred Therapy and Existential Therapy; various experiments in Gestalt Therapy, i.e. the empathy chair technique, guided fantasy, dream processing, the projection game and rehearsal technique
• Transactional Analysis: the assumptions and principles of Transactional Analysis; the three ego states of our personality; complementary, crossed and ulterior transactions; how Transactional Analysis can help clients change their life scripts
• Group Therapy: kinds of groups and group characteristics; stages of group development; and the inventory of personal group leadership skills
• Systematic Family Therapy: the theoretical origin of systemic family therapy; the common symbols, terms and element of systemic family therapy; common techniques used to assess a family system
• Structural, strategic and feminist approaches: the beliefs and techniques of the structural approach to family therapy; the core beliefs and focus of the strategic approach to family therapy; the core beliefs of the feminist approaches to family therapy; structural, strategic and feminist approaches to the family
• Systemic and Experiential approaches: the therapeutic frame used by the Milan systemic approach to family therapy; hypothesising, circularity and neutrality; the philosophy of the experiential approach to family therapy
• Narrative Therapy: the development of post-modern therapy; modernism and post-modernism; the therapeutic process of narrative therapy; deconstructing a narrative
• Brief Therapy: the development of brief therapy; the therapeutic attitude of time-limited therapy; solution-focused, existential time-limited and the psychodynamic perspective to brief therapy

Learning Outcomes:

1. Explain the phenomenological orientation and how its philosophy underlies several counselling approaches.
2. Discuss the philosophy of existential therapy.
3. Discuss the principles of person-centred therapy.
4. Explain and demonstrate the use of how experiments in Gestalt Therapy.
5. Compare and apply the therapeutic goals associated with Gestalt Therapy, Person-Centred Therapy, Existential Therapy and Transactional Analysis.
6. Discuss the principles and demonstrate techniques used in family therapy, narrative therapy and group therapy.
7. Demonstrate integrity and apply ethical practices.

Counselling Methods I

Counselling Methods I Course Outlines

Prerequisite: Counselling Skills I

Purpose of module:
This module introduces a range of counselling theories, methods and issues for counselling. It provides students with a critical understanding of the main counselling approaches, common issues in counselling and the need to consider the impact of the social, cultural and gender contexts in counselling interactions. Students are expected to integrate theory skills and apply an ethical approach to a range of clients in workplace-relevant contexts. This module links with Counselling Skills 1 & 2 to provide a broad knowledge and skills base for the specialised counselling modules in the course.

Module Content:
This module introduces a basic framework for understanding the significant contributions of major psychotherapeutic theories and methods to the counselling interaction. The student learns to develop a critical understanding and appreciation of the main approaches used in counselling and the why and how of their use. The development of a solid ethical framework based on a comprehensive understanding and appreciation of counselling theory and practice is central to this module. This module and Methods of Counselling 2 provide an intensive and thorough foundation in counselling theory and practice.

• Counselling as part of the therapeutic process: client change in the therapeutic process of counselling, the clients/counsellor relationship in the therapeutic process of counselling, commonly confronted issues/difficulties in the therapeutic process of counselling, client resistance and defensive behaviour, “transference” and “counter transference”
• Approaches to counselling: systems theory-based approaches, behavioural counselling, approaches, cognitive-based approaches, psychodynamic approaches, humanistic/ existential approaches, brief-term counselling approaches
• Useful techniques in counselling: relaxation techniques, guided imagery, visualisation, selection of techniques to match client needs
• Matching counselling approach to client needs: common presenting problems and approaches counselling intervention strategies, choosing the appropriate counselling method, using referrals appropriately
• Social context and the counselling relationship: cross-cultural issues in counselling, gender issues in counselling, the counsellor’s own socio-cultural and religious background, the client’s background and its relevance for counselling approach and methods
• Matching client needs to counselling approach of referral agency: range of services/approaches offered, social/cultural context of agency, qualifications and experience of agency staff, referral process, client follow-ups
• Integrity and ethics in client/counsellor relationships: confidentiality, recognising limits to counselling skills, appropriate counsellor behaviour in counselling relationship, professional boundaries and responsibilities, dealing with complaints from clients
• Creating and maintaining an appropriate context for counselling: the physical environment, dealing with emotional reactions to clients or client situations

Learning Outcomes

1. Demonstrate and explain how counselling methods become a critical part of the therapeutic process
2. Identify common issues/difficulties in the therapeutic process of Counselling
3. Discuss and demonstrate counselling applications and the difficulties associated with each counselling approach
4. Evaluate which counselling approach and specific technique(s) may meet the needs of individual clients
5. Determine counselling approach to match client needs
6. Formulate an awareness and a personal philosophy towards counsellingEstablish an appropriate context for counselling

FACILITATION SKILLS II

Facilitation II Course Outline (4-day intensive)
This module follows on from Facilitation Skills I in which the participants learnt about the psychology of individuals and groups in facilitated sessions, how to manage themselves as facilitators, and the essential roles and tasks of facilitation when dealing with on the surface processes. This module teaches the skills of working with both “on the surface processes” and “beneath the surface processes” in groups. The skills of bringing underlying issues to the surface and to assist the group to resolve these issues.

The student will have developed a solid theoretical foundation in Facilitation Skills 1 from which to begin work as a facilitator. This module further equips students with advanced skills to successfully facilitate group intervention programmes.

Outcomes
By the end of this course, you should be able to:

• Understand the idea of the group “psyche”, or the group-as-a-whole.
• Understand the nature of group processes, and the relationship between on the surface and under the surface processes.
• Help groups to explore under-the-surface processes in a constructive way.
• Help groups to identify, interpret and draw meaning from the group dynamics and associated processes.
• Understand power dynamics in groups and how to facilitate in the face of power differences.
• Identify and work with group roles and archetypes during group processes.
• Understand how to identify and work with a variety of signals in a group.
• Work with group leaders and the role of leadership in groups.
• Understand the scapegoating process in groups and have the skills to assist groups to avoid scapegoating.
• Understand the impact of diversity issues in groups and use appropriate facilitation skills.
• Understand the nature of conflict processes in groups and have the skills to assist groups to resolve conflict.
• The nature of the group psyche.
• Identifying and prioritising issues to be discussed.
• Reading group “below- the- surface” information.
• Working with different pathways of information.
• Managing anxiety in groups.
• Moving into below-the-surface processes.
• Working with group archetypes.
• Meaning-making in groups.
• Conflict resolution in groups.
• Working with scapegoating processes.
• Working with power and other differences in groups.
• Working with leadership as a facilitator.

HIV AIDS Workshop

FACT!
HIV is an undeniable reality in South Africa!
A reality which every coach and counsellor will encounter at some point in their practice.

The aim of this workshop is to explain and demystify HIV by providing a practical perspective of the disease.

By the end of the day the participants will have been:

• introduced to the clinical realities of the disease and it's treatment
• exposed to some of the issues that surround disclosure and stigma
• taught a selection of practical skills needed to respond appropriately to a client affected by HIV and to empower the client as they move forward positively with life.

The workshop will have an active experiential component.
We will focus on:

• motivational interviewing
• positive life management

The facilitator is Gavin Reid who is the HIV counsellor at Nazareth House in Cape Town. He lectures the HIV Counselling Skills Module at SACAP and is a co-founder and director of Positive Heroes, an NGO which both challenges the stigma and discrimination that surrounds HIV in South Africa and empowers people living with HIV.

FACILITATION I Training Module

FACILITATION I

A four day intensive workshop: This workshop runs as an intensive course over 4 days but qualifies as a full module credit. It can be taken as a stand-alone module OR as part of the Facilitation Qualification

Course Outlines: An introduction to the field of facilitation providing a framework for understanding the role, metaskills, skills and tasks of a facilitator in organisational settings. It introduces a framework for understanding individual and group behaviour from the perspectives offered by the range of theoretical schools within the field of clinical psychology, particularly focusing on the difference between above-the-surface and below-the-surface origins of human behaviour. As such, it introduces the context and territory in which a facilitator operates.

The student is required to develop a solid and rigorous theoretical foundation from which to begin work as a facilitator. The student is equipped with the basic skills required to run group processes.

Outcomes

By the end of this course, you should be able to:

• Demonstrate an understanding of the role of facilitation in organisational processes
• Identify the main theoretical perspectives out of which facilitation has emerged
• Embrace the professionalism and ethics required to function effectively and with integrity as a facilitator
• Understand the main tasks of a facilitator.
• Understand and apply the differences between the roles of a facilitator, a leader, a chairperson and a participant.
• Understand the basic frameworks underlying the various schools of clinical and organisational psychology and how to use variables of each to manage human behaviour.
• Understand the main differences between individual and group behaviour.
• Practise techniques for managing your own psychological responses to facilitation situations.
• Begin to develop the metaskills required to facilitate effectively.
• Develop your communication skills with a particular emphasis on the ability to listen and use appropriate verbal skills.
• Apply basic facilitation skills.
• Use a range of facilitation aids.
• Understand how to document a facilitated session.
• What is Facilitation?
• The role of the facilitator
• Definition of the facilitator
• Types of facilitation and worldviews
• Different methodologies
• Main facilitation tasks and activities
• Introduction to the schools of psychology and the development of a psychological framework
• The psychology of facilitation
• Inner work as a facilitator
• mapping your own psyche
• managing your own defences, complexes and inner critic
• The metaskills and ethics of a facilitator
• Communication skills of a facilitator
• Facilitation techniques
  
  • containment
  • managing boundaries and structure
  • setting and achieving agendas and objectives
  • managing participation
  • managing time

The Facilitator
Holder of a B.A., H.D.E. and M.B.A from Wits University – Helene has 15 years experience in facilitation, training, consulting and coaching in the areas of Strategy, Human Resources, Team Building, Conflict Resolution, Organisational Behaviour, Change Management and Diversity Management at all organisational levels, and currently specialises in high-level corporate facilitation. Senior lecturer at the Graduate School of Business of UCT, Helene has been presenting on both academic and executive education programmes for the past nine years.