abc level 3 understanding the context for the use of

COMPREHENSIVE STUDY RESOURCES FOR STUDENTS OF COUNSELLING AND PSYCHOTHERAPY

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Learning Outcome 1.1: Defining Counselling Skills

1.1 What do we mean when we say counselling?

Counselling is the ability to work with an individual or group of people in a therapeutic

relationship in order to overcome any difficulties or issues that may be present in any

given area of their lives. Counselling is a boundaried relationship based on trust,

mutual understanding and respect with a commitment to an ethical framework based on

core conditions and legal requirements. Counselling involves utilising a specific skill set

in order to work with, enable and empower clients to enter into their own process of

self-development.

ASSIGNMENT EXEMPLAR

Understanding the Context for the Use of Counselling Skills

ABC Level 3

Unit T/601/7567

http://counsellingtutor.com/



1.1 What do we mean when we say Counselling Skills?

Counselling skills are a set of professionally developed personal skills that counsellors

utilise in a therapeutic relationship. Skills can be physical (body language, non-verbal

communication), social, emotional and cognitive and form the basis for any therapeutic

relationship to take place. Counselling skills are taught and practiced throughout the

different levels of counselling training and are assessed through an understanding and

competency based approach. These skills are used in order to enable and empower

clients to move forward regarding their own personal development and understanding

of issues or circumstances in which they may find themselves.

1.4 What is your understanding of the differences between counselling and someone

using counselling skills?

Counselling is a therapeutic relationship with professional standards, a professional

body, an ethical framework with key commitments and core conditions, based on a

boundaried relationship. Counselling is an occupation/vocational role in which the

counsellor is thoroughly assessed and expected to be competent, assured and

professionally committed to. Counselling skills differ in that they are aspects or ‘skills’

that may be utlised or drawn upon in various different ways and in a number of roles,

both personally and professionally. Individuals may have characteristics of, or

demonstrate a similar skillset within their occupational or personal lives, but are not

trained or committed to the ethical principles and values as that of a qualified

counsellor.




Learning Outcome 1.1: Defining Counselling Skills

In the table below, list a range of counselling skills and provide a summary of what these

skills are. You can use literature to provide your summary of skills and their purpose.

Name a Counselling Skill

What is it and what does it do?

Listening (Verbal and non-verbal) Listening is hugely beneficial skill used in

counselling which enables the client time

and space to process their feelings,

emotions and thoughts. Listening, within

the counsellor/client relationship, allows

for the client to feel ‘heard’, understood

and respected, thus promoting feelings of

empowerment.

Questioning/clarifying Questioning and clarifying skills are

useful within the counsellor/client

relationship, as they enable and empower

the client to offer further or additional

information. Open questions, asked in a

specific manner can promote clients to

fully ‘feel’ and understand their own

emotions and behaviours. This skill may

also prompt clients to process issues,

feelings or emotions that they may not

have previously done. It is also useful for

the counsellor, as it can enable a

thorough understanding of any issues

present, in order to completely enter the

clients frame of reference and empathise

and understand them fully.




Paraphrasing Paraphrasing is a useful skill for both

counsellor and client. Paraphrasing

occurs when the counsellor highlights

aspects of what the client has said, using

their own terminology and vocabulary.

Paraphrasing demonstrates a thorough

understanding between counsellor and

client. Concisely paraphrasing a clients’

thoughts/feelings indicates

comprehension from client to counsellor

that they have been understood and also

allows for any misunderstanding to be

discussed. In addition, paraphrasing may

enable the client to thoroughly connect

with what they have verbalised and

potentially realise, view or feel emotions

that they may have been unaware that

they felt.

Reflecting

Similar to paraphrasing, reflection is used

by the counsellor in order to state not

only the thoughts and feelings of a client,

but to highlight the possible emotions

that may run alongside these. Reflecting

is the skill of ‘holding up a mirror’ to the

client regarding their own emotions, thus

potentially promoting further discussion,

clarification and expression. Reflection

can be used to enable and empower

clients to thoroughly feel their own

emotions and talk about these feelings in

a congruent, trusting relationship.




Rapport

The skill of building a relationship with

clients. Rapport is a relationship built on

trust, boundaries and an empathic

understanding of the client and their

world. Acceptance forms a large part of

rapport building, as does trust, respect

and a non-judgemental attitude. Building

a rapport with clients involves allowing

them time to process and feel emotions in

an empathetic manner. This, in turn,

should promote development and

progression, both within the therapeutic

relationship and as individuals.

Summarising

Summarising is an effective counselling

skill. It enables the counsellor to

condense an issue or an area of

discussion/conversation, reviewing what

has occurred and (where necessary)

bringing the session to a close. Effectively

providing a brief summary of the

discussion could potentially enable the

client to feel strength and acceptance of

the trust and understanding that the

counsellor has towards them, thus setting

the scene for further development and

progression to occur.

Focusing

Focusing is a useful skill in counselling

that enables both client and counsellor to

draw upon any central and/or immediate

areas of concern that may be of a priority

to the client at any one time. Focusing

enables a realistic assessments of

immediate needs and a time gauge in

which to do this. This is a useful skill, as

it could enable any chaotic/mixed

thoughts and feelings to be prioritized

and focused upon in a more organized

manner.




Learning Outcome 1.2: Different Roles where Counselling Skills

are used.

Complete the diagram below to demonstrate your understanding, offering a range of

roles and professions.

Different Roles which Counselling

Skills may be used

Teacher

Friendships

Advocate

Social Worker

Police OfficerFamilies

Paramedic

Doctor

Nurse




Learning Outcome 1.3: Different Situations where Counselling

Skills are used.

Complete the diagram below to demonstrate your understanding, offering a range of

situations where you might see Counselling Skills being used.

Different Situations

which Counselling

Skills are used

Within family

relationships

Between friends in times of need

Between collegues in the

workplace

Within hospitals between medical

professionals, patients and

family members.

Within a teacing, mentor/coach

role.

Social occasions -meeting

individuals for the first time and

'getting to know' one another.

Within a supervisory role in

any workplace

Within a support worker role

Within the emergency

services (between staff and service

users)




Learning Outcome 1.4

List how a trained counsellor is different to someone using counselling

skills:

Counsellor

Someone using Counselling Skills

A counsellor has specific training and

theoretical, academic basis to carry out

their professional role.

A counsellor has a clear and boundaried

relationship with clients.

A counsellor should not personally know

the client that they are working with.

A counsellor is a professional in their

field.

A counsellor is committed to an ethical

framework and will be a member of a

professional body, such as the BACP.

A counsellor should meet legal

requirements in terms of confidentiality,

data protection, reporting, recording and

storing of information.

A counsellor uses a contract.

Someone using counselling skills may not

have had specific training to do this.


have a clear and boundaried relationship

with the person/people they are dealing

with.

Someone using counselling skills may

personally know the person that they are

working with.

Someone using counselling skills is not a

professional (counsellor) in their field.

Someone using counselling skills is not

committed to an ethical framework or a

professional counselling body.

Someone using counselling skills is not

committed (in terms of using counselling

skills) to any legislation regarding

counselling.


have a contract in place.




Learning Outcome 2.1: Key Features of the BACP Ethical

Framework

Complete the table below adding in your explanation of each key feature.

Key Feature

Explanation

Values

The values of the BACP ethical framework are

commitments that are used by counsellors and

should underpin their practice and interactions

within the therapeutic relationship. Values are

present and utlilised here as ‘building blocks’ for

principles. Ethical values form the basis of the

ethical framework and lay the foundations for

effective, developmental practice. (BACP, 2018)

Principles

Within the BACP (2018), there are six ethical

principles, which should be taken into account

when forming ethical decisions. These principles

are based on ethical values and incorporate:

Being trustworthy, autonomy, beneficence, Non-

maleficence, justice and self-respect. Ethical

principles should be utlised throughout the

therapeutic relationship.

Moral Qualities

Moral qualities are internalised values.

According to the BACP 2018, personal morals

should be examined, individually at various

intervals and can motivate practitioners to reflect

on and develop their relationships with clients

and colleagues. The BACP encourages counsellors

to aspire to these moral qualities: Care, diligence,

courage, empathy, identity, humility, integrity,

resilience and respect. (BACP, 2018)

Guidance on Good Practice

Good practice within the BACP (2018) relates to

members committing to and being accountable

for the things that they do within a therapeutic

relationship, based on ethical values, principles




and moral qualities. Good practice, in this sense,

incorporates:

*Putting clients first (considering how aspects of

the relationship are managed including

safeguarding, supervision etc).

*Working to professional standards (continuous

professional development, practicing in

accordance with key legislation and working

collaboratively to provide a safe and enabling

environment).

*Respect (Recognising and working within key

aspects of equality, diversity and rights, assessing

own ability to work with particular clients for

their betterment, protecting confidentiality and

informed consent).

*Building an appropriate relationship

(Considering the ways in which agreements are

made with clients and recognizing the necessity

to thoroughly check their understanding of the

procedures, maintaining a fully professional

relationship with clients, ensuring boundaries are

not crossed).

*Integrity (Acting with honesty in all matters

relating to the therapeutic relationship and all

aspects of practice within the counselling role.

*Accountability and candour (Ensuring honesty

and transparency throughout the entire

relationship with the client).

Complaints Procedure

The BACP (2018) offers a transparent, efficient

and effective complaints procedure.

Organisational members of the BACP are

responsible for ensuring that all counsellors

within it follow the ethical framework. Should a

complaint be made, the BACP asks that

individuals first discuss this with particular

counsellors or organisations informally before

proceeding to make a formal complaint. Formal




complaints must state exactly which aspects of

the ethical framework the individual feels has

been breeched. A complaint should be made

within three years of the ending of the

professional relationship, or within three years of

when the complainant first became aware that

misconduct had taken place (BACP, 2018). The

complaint will be taken to a pre-hearing

assessment panel who will decide whether to

continue to a professional conduct hearing, or if

the complaint should be rejected. Evidence

should be gathered and collected as appropriate.

The outcome of complaints is dependent on

evidence and decisions made at pre-hearings and

possible subsequent professional conduct

hearings.

How can this framework help

someone using counselling skills

but is not a qualified counsellor?

Someone using counselling skills can benefit

greatly from being aware of the BACP framework.

Individuals using counselling skills can

familiarise themselves with key components of

the framework and try to commit to the

fundamental ethical practices within their own

work. By doing this, they can maintain

confidential and supportive relationships with

people that they are working with in order to

provide the most effective service and strengthen

their own knowledge and development.




Task 1: LO3.1

Explain the importance of the following when using counselling skills in a formal setting:

• Professional conduct

Professional conduct is of paramount importance when using

counselling skills in a formal setting. Acting professionally

enables both individuals to feel safe and secure within their

relationship, thus promoting empowerment, development and

progression. Professional conduct occurs via acknowledging and

working within legislation and legal requirements, reviewing and

developing own knowledge, keeping accurate records,

maintaining individual safety (including self-care), following

organisational policies and procedures relating to

confidentiality, data protection, safe guarding and reporting,

recording and storing of information and a commitment to the

BACP Ethical Framework (2018). Counsellors own supervision

is fundamental to professional conduct and maintaining

boundaries within therapeutic relationships is paramount also.

• Ethical issues

Ethical issues are fundamental to good practice regarding using

counselling skills in a formal setting. An individual should be

committed to the values, principles and personal moral qualities

set out in the BACP ethical framework (2018) in order to form

secure and effective relationships with those that they may work

with. A commitment to ethics is paramount to effective practice

and provides the building blocks on which to build, grown, learn

and develop both individually and within the speaker and

listener relationship. An individual using counselling skills

should be a genuine individual with good personal, moral

qualities who has a strong desire to help and support others.

• Confidentiality

Confidentiality is a key factor when using counselling skills.

Individuals should be aware of and note any legal requirements

and guidance regarding confidentiality in formal settings.

Individuals using counselling skills here should be aware of any

exceptions to confidentiality and should highlight these to

mangers/course leaders/those in positions of authority within

the organisation. Failure to do so could potentially create

safeguarding issues which may leave the individual using

counselling skills in a vulnerable position regarding their own

actions and duty of care towards keeping people safe. Failure to

commit to confidentiality may also mean that individuals could

be at risk or pose a risk to others. It is a hugely important area




of practice. Confidentiality can be encouraged through the

counselling contract, introductory script and throughout

therapeutic interactions. Confidentiality allows individuals to

feel safe and secure within the relationship.

• Boundaries

Boundaries form the basis of an effective relationship for

individuals using counselling skills. They are a key aspect of a

therapeutic relationship, as they enable clear working practices

that safeguard everyone involved. Failure to comply to

boundaries set out in initial contracts (such as time together

outside of the counselling skills environment, social media

communication, other communication/space/appropriateness

etc) may hugely impact upon any progress or development that

may be occurring and can place everyone involved at risk of

damage both legally and personally. An individual using

counselling skills should clearly state boundaries within initial

meetings and acknowledge such boundaries throughout the

remainder of the relationship.

• Legal responsibility

Being aware of and informing individuals about legal

requirements forms a hugely important part of counselling skills

within a formal environment. Legal responsibilities, by their

very nature, are aspects of professional practice that all

individuals must adhere to. Failure to do so could potentially

put individuals at risk of harm and may harm the organisation in

the process. Individuals using counselling skills should have

some form of training in order to ensure that they are up to date

with the most recent legislation and organizational policies,

practices and procedures. They should ensure that they are

aware of all aspects of legislation in order to prevent any harm or

wrongdoing.

• Negligence

Negligence can have monumental impact within a counselling

skills relationship both legally and personally. Negligence

regarding the ignoring of or non-adherence to legislation,

policies and practices, or own counselling contract (such as the

session running longer than intended, for example) could

potentially lead to legal action being taken against individuals or

organisations. Furthermore, negligence within the relationship

for individuals using counselling skills could potentially deter

growth, progression, empowerment and personal strength for an

individual receiving support within a counselling skills




relationship. The core conditions should be used at all times in

order to prevent this from occurring and an individual using

counselling skills should be consistently aware of their own

limitations and act on this accordingly.

• Diversity and

difference

Recognising and respecting diversity and difference is a crucial

aspect of using counselling skills within a formal setting.

Individuals should be aware of and should have completed

training relating to all aspects of the Equality Act and be familiar

with key components of this. Aspects such as culture, ethnicity,

language, ability, gender, disability, age, background should be

carefully considered and planned for before interacting with

individuals within a formal environment. Failure to do this

could potentially lead to prejudice or discrimination taking place

and individual needs not being met, thus disempowering

individuals and not adhering to equality policies and procedures

within the organization/framework.




Task 2 LO3.3

Explain, using examples, the importance of the right physical environment when using

counselling skills

For the effective use of counselling skills, it is of paramount importance that the physical

environment is prepared and set out correctly. There are a number of factors to consider

when discussing the physical environment in relation to effective skills practice.

Firstly, the building/room must be accessible to all individuals whom may enter and should

have appropriate accessible facilities within it, such as ramps for individuals who may be

using wheelchairs, or for those who have issues with mobility/vision etc. In addition to this,

organisational health, safety and fire/serious incident occurrences and evacuation

procedures should be made available and all parties should be aware of and understand

these. Appropriate alarms/signals of distress should be agreed upon by speakers and

listeners within the room and subsequent actions in such an event should be outlined before

commencing.

The speaker within the relationship should be made aware of boundaries and this should be

indicated within a written contract and echoed within subsequent introductory scripts at the

onset of each counselling skills listening session. The contract should clearly indicate key

factors such as timing issues, confidentiality and limitations, safeguarding and disclosures

and the limitations of the service (a listening service, rather than a professional counselling

service).

The room used in order for effective counselling skills to take place should remain as neutral

as possible to promote a therapeutic environment with no distractions or potential emotional

triggers for individuals. Timing devices, such as clocks, should be kept on a wall behind the

speaker in order for time to be checked without appearing rude and/or disinterested. There

should be minimal objects (if any at all) within the room. This allows the focus to remain

between the individuals within the relationship and full energy and enthusiasm to be

directed towards the speaker.

Any information that is present via recording or written format should comply with data

protection regulations and confidentiality legislation.




Task 3 LO3.4

Explain the importance of ensuring the emotional and mental safety of both speaker and

listener when using counselling skills

It is of paramount importance within a therapeutic relationship to ensure that emotional

mental and safety needs are being met for all involved. It could be suggested that it would be

extremely daunting for a speaker to enter into dialogue/discussion with a listener,

particularly if they are discussing sensitive information, or something that is extremely

personal to them.

From the speakers point of view, in order to ensure that the emotional and mental safety

needs are being met, it is hugely important that the listener creates an environment where

the speaker feels at ease and relaxed from the onset. This could be achieved via the physical

layout of the room, as mentioned above. It could further be achieved by explaining the

process of what is about to take place to the listener. This could be done through the contract

and the initial introduction script in which the listener is made aware of aspects of

confidentiality and the exact time frame for the interaction. This could ensure that the

speaker does not feel frightened about what is going to happen within the time together and

could put them at ease with the process. In addition to this, in order to ensure mental and

emotional safety, setting boundaries via contract is extremely important, as again, the

speaker may then feel more relaxed and at ease with the relationship and interaction that is

taking place.

From the listeners point of view, it is important, in order to ensure emotional and mental

safety, that they are aware of any previous mental health issues or related

characteristics/background of the speaker that they are working with. This may allow them

to prepare effectively for their time together, ensuring appropriateness. It would also enable

thorough acceptance on the behalf of the speaker with regard to preparation of presentation

from the listener. Supervision/support from relevant people on behalf of the listener is vital

regarding their mental and emotional well-being. Training, guidance and expertise is

required, focusing on self-awareness and acceptance of self in order to listen effectively.

The above-mentioned issues are fundamental to effective listening skills and ensuring that

the environment remains safe and secure throughout. Should a listeners mental and

emotional health feel threatened/deteriorate, then a therapeutic transaction cannot take

place. Congruence is essential as one of the core conditions and should the listener feel

unable to achieve this through a lack of mental or emotional safety, the whole interaction

would be negatively influenced and ineffective. For the speaker, if their emotional and

mental health was threatened, there may be a whole host of negative issues that could

develop, dependent on who they were, their background and current state at the time of the

interaction. Ensuring mental and emotional safety is, therefore, of paramount importance

within both roles.




LO4.2

Explain briefly why casework and managerial supervision is important for

counsellors and how supervision could be useful to a person using counselling

skills.

Case Work Supervision is important to counsellors because:

Case work supervision is extremely important for counsellors. This type of supervision is

focused for the most part on the counsellor and their relationships/work with clients. It is a

very supportive type of supervision in which the counsellor should be able to express

themselves freely at all times. Case work supervision, in particular, refers to supporting,

safeguarding and teaching and is focused on the counsellor. Case work supervision is

different to managerial supervision in that it is should be completely independent of the

organisation/situation in which an individual counsellor is working. Case work supervision

enables counsellors to express any vulnerabilities or any issues that they may be facing

within their practice. It should be based on honesty, openness and trust. This is extremely

important for the counsellor, as it can enable them to discuss aspects of themselves within

their therapeutic relationships that they would not disclose/discuss with others. Casework

supervision is imperative in that it can and should provide expertise, a connection, rapport, a

mirror for self-reflection, protection, reassurance, professional and emotional support and

could ensure an individual is working within professionally within the BACP ethical

framework. Casework supervision can support counsellors by monitoring professional

competences when working with different and complex individuals, and support them to a

deeper level of self-awareness, thus enabling own positive mental health and emotions

within a therapeutic relationship and outside of this. Supervision is hugely important for

counsellors in that it can highlight any continuing professional development needs to

challenge the individual to develop their current knowledge and subsequent practice.

Managerial Supervision is important to counsellors because:

Managerial supervision focuses on the aims of an organisation in which a counsellor may

work. It is concerned with the requirements and needs of the organisation/environment in

which the counsellor is a part of. Managerial supervision can incorporate performance

management aspects and identify possible strengths and areas for development for the

counsellor. This is important, as it could enable counsellors to self-reflect on a larger scale

(rather than focusing on self-reflection within a therapeutic relationship) and enable t hem to

think about their position within the wider company/organisation and their own

performance and attributes or perception of the place in which they work. Managerial

supervision can be supportive and empower counsellors to consider themselves and their

services on a wider organisational level. Managerial supervision is focused largely on the

business in which a counsellor works, thus an emphasis can sometimes be placed on funding

and monetary value. This is important for a counsellor in practice, as it could enable them to




assess the situation and therapeutic relationships that they may be a part of, ensuring that

they are operating within the ethical framework. Managerial supervision is important as a

large scale, business based approach and can support a counsellor in terms of monitoring

performance, standards and delivery.

Supervision could be useful for someone using counselling skills because:

Supervision is essential for individuals who are using counselling skills. Case work

supervision, in particular can enable individuals using counselling skills to highlight/gain

support in any areas where they feel there may be gaps in knowledge and/or understanding.

An effective supervisor could work collaboratively with someone using counselling skills to

set professional standards and highlight good practice and areas for development. The

supervision role would differ than that of a qualified counsellor, in that the supervisor would

be aware of the limited experience of the supervisee. This is important for the individual

using counselling skills, as they can use the guidance and expertise of the supervise to

develop their own competence and ensure good practice. Managerial supervision is also

important for an individual using counselling skills as feedback regarding the organization or

business as a whole and their role within it is essential for further development and for

gaining experience. Individuals using counselling skills could benefit from managerial

supervision regarding potential feedback from clients and how they themselves have

responded to the demands of the business as a whole. Supervision is essential for maintain

the emotional, mental and physical wellbeing of an individual using counselling skills.




LO4.3

Evaluate through the use of examples of good and bad supervision and the

possible effects on the helping relationship.

Example of Good Managerial Supervision Impact on the helping relationship

Providing consistent and timely

performance management reviews.

Could enable clients/speakers to receive a

quality service in which their needs are being

met and they are developing and working

through issues in a safe and secure way, in

accordance with key legislation. Could also

empower the individual using counselling

skills/the counsellor to work towards meeting

targets, including personal development

targets in order to provide the most effective

service to clients, whilst developing their own

knowledge and skillset.

Example of Good Managerial Supervision Impact on the helping relationship

Identifying, through thorough and

constructive feedback, the ways in which

counsellors/individuals using counselling

skills could contribute most effectively

within the business/organisation.

Feedback regarding specific areas of skill

and/or expertise could be vital for counsellors

and individuals using counselling skills.

Managerial supervision could help to identify

areas in which counsellors or individuals using

counselling skills may be best placed within

the company. This, in turn, could potentially

support individuals to recognize and reflect on

their own competencies and areas for

continual professional development, which

could impact very positively on the helping

relationship. Personal development for all

individuals would also be highlighted here.

Example of Bad Managerial Supervision Impact on the helping relationship

A focus wholly and completely upon the

needs of the organisation, rather than that

of the helping/therapeutic relationship.

This example of poor managerial planning

could be hugely damaging within a helping

relationship. If a company focuses on their

needs and the needs of the organisation as a

whole then the essence of person centred

therapy, or any modality of therapy could be




lost. If managerial supervision is primarily

concerned with the logistics/influences on the

company and the process, the helping

relationship may suffer greatly based on the

needs of the company potentially conflicting

with the ethical framework that the

counsellor/person using counselling skills

attempts to operate in. This could also have a

deep impact on the personal development of

individuals, as they may feel as though their

fundamental beliefs and commitment to the

core conditions are completely conflicting with

the organisational policies and procedures.

This may impact on the client and his/her

needs in a negative manner, thus halting or

ending any progress or development that may

have been made thus far.

Example of Bad Managerial Supervision Impact on the helping relationship

A focus on funding and ‘business model’, rather than that of the needs of the counsellor/individual using counselling skills, or the client.

This example of managerial supervision could impact counsellors, those using counselling skills and clients within a helping relationship. Should funding become the focal issue surrounding therapy (for example, an individual only being funded for a specific period of time when the counsellor/person using counselling skills feels they would benefit from more time), this could pose a huge ethical dilemma for those involved. The impact on the client could be potentially catastrophic and could lead to safeguarding issues and great risk. For the counsellor/person using counselling skills, this could impact upon their own congruence, commitment to ethical framework and holistic approach to working with individuals and groups of people.




LO4.3

Evaluate through the use of examples of good and bad supervision and the

possible effects on the helping relationship.

Example of Good Casework Supervision Impact on the helping relationship

Providing support for the

counsellor/person using counselling skills’

emotional, physical and mental health and

wellbeing.

Good casework supervision is, by its very

nature, supportive in its essence. A supervisor

demonstrating support for all aspects of the

suprevisees wellbeing could have a hugely

positive impact on their overall personal

development and professional practice. The

supervisee may feel as though they can express

their own insecurities and issues in an honest

and open manner, which, in turn, could lead

them to be able to work through these issues,

thus promoting effective practice. A trusting

and supportive relationship can greatly aid

development and confidence issues and enable

the individual to feel valued and empowered,

thus promoting positive, holistic wellbeing. A


requires self care in order to be able to support

others. A strong and supportive supervisor

could contribute greatly to this. The helping

relationship with the client/speaker would

therefore be developed and effective practice

could take place.

Example of Good Casework Supervision Impact on the helping relationship

Providing constructive feedback to

highlight areas for further development and

increased self-awareness.

Constructive feedback is essential in order for

progression and development to take place. A

supervisor providing constructive feedback or

being a ‘critical friend’ could enable true

progression, through self-reflection to take

place. A supervisor promoting constructive

feedback could highlight to the individual,

areas for further development or gaps in

knowledge. Further training and continual

professional development could then be

carried out, thus promoting more effective




practice within the helping relationship. The

opportunity for self-reflection through

constructive feedback is essential to promoting

good practice and is an essential requirement

of the role of the supervisor within case work

supervision.

Example of Bad Casework Supervision Impact on the helping relationship

Overtly and regularly criticising the

practice of a counsellor/person using

counselling skills.

The impact of regularly criticizing the


could be extremely detrimental to their

wellbeing and overall progress and

development. Whilst constructive criticism is

essential and necessary between supervisor

and supervisee, excessive and continual

criticism can be harmful. Individuals could

feel as though they cannot honestly and openly

express their concerns, or show vulnerability

for fear of being judged and criticized by the

supervisor. This could have a damaging effect

on their relationships with clients in a

therapeutic manner and as a direct result,

clients/speakers may not receive the most

effective support. Feelings of inadequacy

could also be present on the part of the

supervisee if they are consistently being

criticized.

Example of Bad Casework Supervision Impact on the helping relationship

A ‘paper exercise’ in which the supervisor

does not appear to be congruent, or

committed to fully supporting the

supervisee.

Supervisees need to feel as though they are

being understood, being heard and being

supported in a safe and secure environment in

which they can expose their own

vulnerabilities and seek guidance and

direction. Should a supervisor not offer this

and appear to be present, without actually

being fully there and without showing

consideration for the individuals that they are

working with, counsellors and individuals

using counselling skills could feel rejected and

vulnerable. This could lead to individuals




feeling as though their own progress is being

halted and that they cannot express themselves

fully and accordingly. For the helping

relationship, this could potentially lead to the

counsellor/individual using counselling skills

to operate ineffectively during practice. They

may become mentally fatigued, suffer burnout

and subsequent poor mental, emotional and

physical health themselves, as could the

client/speaker within the relationship.


abc level 3 understanding the context for the use of

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