Unit 22:Developing Counselling Skills for health and social care

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        Unit 22:

Developing Counselling Skills for health and social care









Unit code:
K/601/1653

QCF level:
4


Credit value:
15





• Aim
The aim of this unit is to enable learners to investigate the role of counselling in health and social care, and to use and evaluate their own counselling skills.
• Unit abstract
The focus of this unit is on the identification, practice and development of counselling skills. On completion of the unit, learners will have had the opportunity to develop inter-related skills required to initiate, maintain and conclude a counselling interaction. Learners will also explore appropriate theoretical perspectives that underpin counselling and how the core models of counselling may be applied in health and social care situations.
Learners will acquire an understanding of ethical considerations in counselling and the ethical codes that govern counselling practice. Learning should take place through the use of role play, with peer and tutor observation and feedback supporting learners to develop the self-awarenessand skills needed for counselling interactions. This unit will enable learners to develop appropriate counselling skills to support their work role in health and social care.
• Learning outcomes
On successful completion of this unit a learner will:
1  Understand how theoretical perspectives apply to counselling work in health and social care
       2  Understand how boundaries and ethical codes are applied in counselling work in health and social care
3   Understand the role of counselling interactions in health and social care services
4   Be able to demonstrate appropriate skills in a simulated counselling interaction.
Unit content
1     Understand how theoretical perspectives apply to counselling work in health and social care
Theoretical perspectives: psychodynamic, humanistic, cognitive-behavioural
Contribution of major theorists: theories of Freud, Klein; theories of Rogers, Perls, personality theory; theories of Ellis, Beck, 4-stage problem-solving
2   Understand how boundaries and ethical codes are applied in counselling work in health and social careUNIT 33: THE SPORT AND LEISURE SECTOR
Counselling relationship: boundaries eg political, social, organisational; context of work; policies and procedures; professional counselling contract
Ethical guidelines: British Association for Counselling and Psychotherapy (BACP) Code of Ethics; other emerging guidelines as appropriate; other professional codes eg Nursing and Midwifery Council
Legal factors: legislation relating to data protection, anti-discriminatory practice, protection of vulnerable people; professional liability, indemnity
Role of supervision: nature of counselling supervision, different models of supervision, importance for ethical practice
3  Understand the role of counselling interactions in health and social care services
Individuals: users of health and social care services; health and social care workers
Scope: access eg availability, internal or external to service organisation, referral, funding
Potential benefits: to individuals, groups, communities; those who work in the organisation; benefits eg behaviour change, enhanced health and wellbeing, alleviation of symptoms
Factors influencing the use of counselling interactions: influencing factors eg access, confidential environment, resource availability, organisational culture, professional boundaries
4   Be able to demonstrate appropriate skills in a simulated counselling interaction
Initiate and establish: satisfactory demonstration of skills relating to: setting boundaries, confidentiality, opportunity to disclose, clarification of counsellor role, recognising feelings, reviewing techniques, managing self in interaction, use of Stage 1 skills
Maintain and develop: satisfactory demonstration of skills relating to: managing silence, timing of responses, managing personal feelings and agendas, use of challenging skills, use of ‘here and now’, facilitating of client self-understanding, setting goals with client, use of an integrated and structured approach, use of Stage 1 and 2 skills
Conclude: demonstrate Stage 1, 2 and 3 skills; satisfactory demonstration of skills relating to: exploration of strategies for client to achieve goals, enabling client choice, information offered acceptable and free from bias, managing ending
Evaluate development of own skills: outcomes for client of the interaction; skills used and their effectiveness; management of self eg own feelings, strengths and weaknesses, learning from personal journal, responses to feedback from others, application to workplace role, personal insights, self-awareness gained
Learning outcomes and assessment criteria

Learning outcomes
Assessment criteria for pass

On successful completion of
The learner can:

this unit a learner will:








LO1 Understand how theoretical

1.1
compare the contribution of major theorists to the

perspectives apply to


different perspectives used in counselling

counselling work in health

1.2
evaluate the use of different theoretical perspectives in

and social care




counselling interactions in health and social care










LO2 Understand how boundaries

2.1
explain how current ethical guidelines for counsellors

and ethical codes are applied


and supervisor practitioners influence counselling

to counselling work in health


interactions in health and social care

and social care

2.2
analyse the legal factors that should be considered in







counselling interactions in health and social care



2.3
evaluate the role of supervision in counselling





LO3 Understand the role of

3.1
explain the scope of counselling support available for

counselling interactions in


individuals using health and social care services

health and social care

3.2
analyse the factors that influence the use of counselling

services




interactions in health and social care services







3.3
explain potential benefits of counselling interactions for




individuals within health and social care services





LO4 Be able to demonstrate

4.1
initiate and establish a counselling relationship using

appropriate skills in a


counselling skills

simulated counselling

4.2
maintain and develop the relationship using counselling

interaction.




skills







4.3
conclude the interaction using counselling skills



4.4
evaluate development of own counselling skills.












Guidance
Links
This unit has links with, for example:
Unit 1: Communicating in Health and Social Care Organisations
Unit 8: The Sociological Context of Health and Social Care
Unit 10: Safeguarding in Health and Social Care
Unit 11: The Role of Public Health in Health and Social Care
Unit 16: Understanding Specific Needs in Health and Social Care
Unit 18: Complementary Therapies.
This unit also has links with the National Occupational Standards in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential requirements
Learners need opportunities to develop their counselling skills through role plays throughout the delivery of the unit.
An introduction to the work of different theorists and how it relates to counselling interactions will be required with opportunities for learners to discuss the use of counselling skills within health and social care work.
Learners must be prepared to develop self-awareness through the feedback on the practical role play in class from tutors and peers. Learners are not expected to engage in counselling interactions with clients to achieve this unit.
It is essential that role play is conducted with appropriate respect for confidentiality. Access to counselling services will be necessary to support individual learners if required.
Employer engagement and vocational contexts
An experienced counselling practitioner with teaching experience is recommended for the delivery and assessment of this unit. A guest speaker from a counselling service would also be a useful 
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