Foundation Degree in Counselling with Brief Therapies Foundation Degree in Counselling with Coaching and Mentoring
Professional Development Planning
2011 Contents Welcome The Importance of PDP Learning Outcomes Module Contents Session Structure The BACP Core Curriculum Tracking Sheet Recommended Reading: Books and Other Sources Technology Assessment Conclusions Appendices Portfolio Contents Learning Styles Questionnaire
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Welcome! Welcome to this module on Professional Development Planning. In this document you will find information about the module and exercises to help you reflect on your personal and professional development.
The Importance of PDP As you can see from the following diagram, Professional Development Planning holds a central place on your foundation degree and in your development as a professional counsellor.
Ethics Practice
Personal Therapy
Framework
Research
Counselling Skills
Placement
PDP
Selfassessment and Planning
Supervision
Group Support and Supervision Portfolio Building
Critical Reflection
Professional Development Planning takes place across the life time of your foundation degree. It enables you to maintain an overview of the course and the 3
progress you are making towards meeting the competencies set out by the British Association for Counselling and Psychotherapy (BACP) in their Core Curriculum. Throughout the module you will be encouraged to assess and re-assess your strengths and development needs. Putting plans in place so you are constantly working to meet your full potential. Developing as a reflective practitioner is a key aim of this module. You will be required to maintain a Reflective Journal as part of your PDP Portfolio – reflecting on your experience as a learner, researcher, trainee counsellor, client and supervisee. The PDP group is a space for sharing personal reflections with your peers and for giving and receiving feedback. In Semester B the PDP group provides an opportunity to experience group supervision. I think of PDP as the glue that holds your foundation degree together. I am sure you will want to show your commitment to your professional development by attending every session.
Learning Outcomes The Learning Outcomes for this session are set out in the Module Specification as: By the end of the module the student will be able to: 1. Evidence the ability to reflect on personal and professional issues and to share this with others 2. To provide feedback for others which is appropriately framed and sensitive 3. Identify the students own learning style and preferences and assess the impact of these on their personal and professional development 4. Produce a portfolio within a pre-determined format, completing a range of reflective exercises and tasks 5. Create personal action plans and evidence progress towards the achievement of individual goals
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Module Contents Session
Session Contents Introduction to PDP
1 Introduction to the module, introductions from the tutor and from learners, setting (or adopting) some ground rules and group forming. Introduction to portfolio building. Introduction to the BACP Core Curriculum. Why do I have to PDP? Whatâ€&#x;s in it for me?
Learning Styles and Preferences 2 Identifying your learning style and how it impacts on your personal and professional development How do I learn stuff at the moment? How could I develop my ability to learn?
Keeping a Reflective Journal 3 An introduction to personal and professional development through reflective practice and journal keeping How can keeping a reflective journal help me develop as a learner and counsellor? How do I make sure my journal is a place for critical reflection and growth?
Providing and Receiving Feedback 4 Models for giving and receiving feedback and using feedback to enhance your personal and professional development What kind of feedback do I find most helpful? How should I structure my feedback to support the learning of others?
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Portfolio Building 5 Build your portfolio and evidencing how you are meeting the criteria listed in the BACP Core Curriculum How do I make sure high-quality evidence goes in my Portfolio?
Half Term Presenting Your Life Map 6 Exploring your life, its significant events and how these impact on your personal and professional development. How have significant events shaped my life? What parts of my life do I wish to share (and not share) with the group
Presenting Your Life Map (Continued) 7 Exploring your life, its significant events and how these impact on your personal and professional development.
Focusing on the Future 8 Exploring your values and beliefs, developing your sense of mission. Imaging a career thatâ€&#x;s right for you! Key Questions What do I want to do? What is my mission? How do I live my mission?
Self-assessment 9 Assessing your current strengths and development needs as a learner and counsellor Key Questions What skills, qualities and resources do I have? What skills, qualities and resources do I need to develop?
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Goal setting and Action Planning 10 Introducing two models for goal setting and action planning: SMART and POSSEE Key Questions: What goals do I need to set so I can develop the skills, qualities and resources I need to live my mission? What goals do I need to set so I can develop the skills, qualities and resources I need to be an effective counsellor? What do I need to do so I can achieve my goals?
Improving Your Learning Skills 11 An opportunity to assess your academic skills and explore ways to develop them. How can I become an even better learner?
Conclusion 12 Reflections on the module and your learning. Hand in your PDP Portfolios What have I learnt? What do I need to learn next?
Session Structure As you can see from the contents page, each session has a theme with each theme helping you to meet the learning outcomes for this module and the criteria set out in the Core Curriculum of the BACP. Each session will involve teaching and guidance from your tutor, but time is also available for discussion and personal reflections. To make more time available for group interactions you will be encouraged to prepare for each session by completing the exercises in this handbook before each session.
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The BACP Core Curriculum Tracking Sheet „The key domains of knowledge, skills and application for counselling and psychotherapy practice identified in the generic core competencies document (Wheeler et al, 2006) are used to determine the core curriculum. These are domains are: A the professional role and responsibility of the therapist B understanding the client C the therapeutic process D the social, professional and organisational context for therapy The core curriculum is described here in terms of learning outcomes, incorporating knowledge and performance criteria that are summary statements for the elements identified in the generic core competencies. They are organised using the four domains listed aboveâ€&#x; (BACP, 2009).
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9.1.A The Professional Role and Responsibility of the Therapist The practitioner will have the relevant knowledge to inform his or her ability to: No. 1
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Description
Evidence 1
Evidence 2
Show a commitment to personal and professional development including selfawareness and awareness of fitness to practice in relation to clients Reflect on personal development including ways in which life experiences affect self and relationships with peers, self and other professionals Demonstrate the psychological and emotional robustness necessary to work with intense feelings and uncertainties Engaging rigorous self-examination, monitoring thoughts, feelings, physical sensations and behaviour in the therapeutic relationship Recognise personal and professional limitations and identify ways of addressing these Recognise and maintain appropriate professional boundaries even when these are challenged by the client or others Understand the values underpinning the profession, as exemplified in the Ethical Framework Demonstrate the capacity for reflexivity as applied in therapeutic practice Understand the importance of supervision, contract for supervision and use it to address professional and developmental needs. Understand the importance of professional development activities Understand and use a relevant ethical framework to make critical decisions about the practice of counselling and psychotherapy Manage counselling practice sufficiently, including record and no keeping; provision of an appropriate environment; liaison with other services; reviewing the case loads and evaluation of practice. Identify and use networks that can be used for the benefit of the service Communicate clearly with clients, colleagues and other professionals both orally and in writing
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Demonstrate a critical awareness of commonly recommended therapeutic approaches that are underpinned by evidence of efficacy and effectiveness Give and receive feedback constructively from reflect and make appropriate changes regularly evaluate and review personal development progress, making links with theoretical knowledge and the counselling process.
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9.1.B Understanding the Client The practitioner will have the relevant knowledge to inform his or her ability to: No. 1 2
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Description
Evidence 1
Evidence 2
Devise a strategy for conducting assessment interviews with potential clients Devise and use a comprehensive risk assessment strategy Use all available information including pre-assessment information; client presentation; therapist response to the client and quantitative and qualitative measures or assessment tools to make a collaborative decision with clients regarding an appropriate therapeutic contract Reflect on, and synthesise complex and sometimes contradictory information in order to facilitate an understanding of underlying psychological difficulties Access and interpret research evidence and organisational guidance about appropriate and effective interventions for particular presentations of personal difficulties. Demonstrate awareness of diversity and the rights and responsibilities of all clients, regardless of their gender, age, ethnicity, culture, class, ability, sexuality, religion and belief Openly and freely discuss sexual matters, when appropriate with the client, whatever the client's sexual orientation or the nature of the clients problem Make informed decisions about referral and the compatibility of counselling/psychotherapy and psychopharmacological interventions in conjunction with other professionals Recognise the signs and symptoms associated with mental distress and regularly update knowledge about mental health and well-being Identify ethical and legal responsibilities with regard to potential risk including critical decision-making with respect to autonomy of the client potential harm to self or others Recognise physical signs and symptoms that may accompany, mimic or be indicative of severe forms of psychological distress
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Understand the interrelatedness of social and psychological factors
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Understand the interrelatedness of psychological and physical illness and recognise that symptoms of physical illness may be indicative of the mental pain/distress/state of the client and vice versa Critically appraise conceptualisations of the nature of severe psychological distress
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Draw on empirical and theoretical sources to make an initial estimation of the number of sessions that may be most appropriate for clients with particular presenting difficulties Apply consistently a comprehensive, indepth and research informed body of knowledge in their practice Critically appraise theoretical frameworks which underpin therapeutic practice
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9.1.C The Therapeutic Process The practitioner will have the relevant knowledge to inform his or her ability to: No. 1
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Description
Evidence 1
Evidence 2
Establish and maintain an effective, collaborative therapeutic alliance with the client, with due regard to the physical, contractual and ethical framework Manage the beginning, middle and end of the therapeutic relationship according to their theoretical perspective of practice Develop and sustain a relationship with the client that offers sufficient safety and security, understanding and warmth to explore complex emotional concerns and clearly defines the boundaries of the relationship Clearly agree roles and responsibilities with the client whilst in the therapeutic relationship Negotiate and agree with clientsâ€&#x; appropriate and achievable therapeutic goals or outcomes and the process by which these can be achieved Demonstrate awareness of theoretical and research literature regarding the provision of a secure frame for therapy, including physical environment, contractual arrangements and ethics Apply and monitor a range of appropriate therapeutic interventions and strategies Acknowledge diversity relating to gender, age, ethnicity, culture, ability, religion, spirituality and sexuality as it impacts on the therapeutic relationship or the process of therapy Acknowledge changes that have occurred for the client during the course of therapy whether they be practical, behavioural, emotional or relational Acknowledge difficulties and ruptures encountered as part of the therapeutic process in order to find ways of making progress and re-establishing a positive therapeutic alliance Recognise and work with distortions in the client's perception of the therapist or of their experience in therapy Support clients when in crisis by providing information about self-care strategies and making clear arrangements for future meetings or contact
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Anticipate the types of out of session communication that clients may use such as e-mail, letters, text, telephone and visits, and determine an appropriate policy for managing and responding. Recognise ways in which breaks and holidays may affect the therapeutic relationship or therapeutic process and make appropriate arrangements with clients to seek support in case of emergency Apply a theoretically and empirically informed body of knowledge consistently and effectively during the therapeutic process Clearly communicate imminent endings for the client and work to ensure these are managed safely and appropriately Negotiate an end date with the client allowing sufficient time to process the ending in accordance with a consistent, coherent and in-depth perspective.
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9.1.D The Social, Professional and Organisational Context for Therapy The practitioner will have the relevant knowledge to inform his or her ability to: No. 1
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Description
Understand the interrelatedness of truth claims, belief and ideology and their influence on professional practice
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Interpret and apply relevant policies and codes of the employing organisation including equal opportunities statements, disability statements and widening participation strategies Explore sensitively and respectfully with clients their culture and associated values recognising cultural differences, for example, in terms of predispositions to individualism and collectivism, emotional involvement and detachment Reflect on the role and function of counselling and psychotherapy in society and understand national politics in relation to mental health service provision and client well being Demonstrate a clear commitment to best practice and work within an ethical framework for professional practice
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Demonstrate understanding of the relevant legislation that affects the practice of counselling and psychotherapy
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Make a contract with the appropriate organisation for the provision of therapy, including the extent of the provision with regard to time, place and resources Demonstrate an awareness of power relationships and dynamics within groups and organisations and their potential impact on therapy Work in multidisciplinary teams with other professional is and participate effectively to maximise therapeutic outcomes as appropriate
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Evidence 2
Show a critical awareness of the history of ideas, the cultural context and social and political theories that inform and influence the practice of counselling and psychotherapy Identify and critique the philosophical assumptions underpinning the practice of counselling and psychotherapy
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Evidence 1
Take an active role as a member of a professional community
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Critically appraise published research on counselling and psychotherapy and integrate relevant research findings into practice Understand methodologies to evaluate the process and outcome of therapy
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Monitor and review the effectiveness of own practice
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Participate in therapeutic practice audit and other quality assurance procedures
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Identify suitable criteria and evaluation tools is evaluating own practice
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Recommended Reading Throughout the life of your foundation degree you will be expected to read and critically reflect on numerous counselling and psychotherapy books. Books are still a primary source of reliable information about the subject. But you are also invited to extend the term „recommended readingâ€&#x; to other resources, all of which can add to your knowledge and understanding of people, yourself, learning and counselling.
Books Bager-Charleson, S. (2010) Reflective Practice in Counselling and Psychotherapy, Exeter, Learning Matters Cottrell, S. (2008) The Study Skills Handbook, 3rd edition, London, Palgrave MacMillan Cottrell, S. (2011) Critical Thinking Skills, 2nd edition, London, Palgrave MacMillan Crouch, A. (1997) Inside Counselling: Becoming and Being a Professional Counsellor, London, Sage Feltham, C. (2010) Critical Thinking in Counselling and Psychotherapy, London, Sage Johns, H. (1996) Personal Development in Counsellor Training, London, Sage Moon, J.A. (2006) Learning Journals: a Handbook for Reflective Practice and Professional Development, 2nd edition, London, Routledge Moore, J. and Roberts, R. (2010) Counselling and Psychotherapy in Organisational Settings, Exeter, Learning Matters Northedge, A. (2005) The Good Study Guide, 2nd edition, Maidenhead, Open University Press
Other Sources In addition to books there are numerous journals and magazines dedicated to counselling and mental health. Membership of the BACP entitles you to frequent copies of Therapy Today and Counselling and Psychotherapy Research. The American magazine Psychotherapy Networker contains in-depth articles and subscribers have access to an excellent website and archive. 17
Television programmes can be an excellent source of factual information, but drama too can educate and inform, consider the series In Treatment, for example. There are programmes worth listening to on the radio, such as All in the Mind on BBC Radio Four. Movies are a wonderful resource - go to the website http://www.psychflix.com for a list of movies with counselling and mental health themes. Examples of movies which you may enjoy include Ordinary People, a film about the impact of trauma on an American family and Beautiful Mind, a film about the mathematician John Nash. Of course the Internet is a rich source of information. There are numerous websites dedicated to particular styles of therapy and therapists. Computer applications like Google Reader make it possible to sort and quickly read a great deal of up-to-date information about counselling. You can „followâ€&#x; mental health professionals on Twitter and watch dozens of counselling related videos on YouTube. Finally, please do have a look at a wonderful PDP website designed by Dr Alison James here: http://www.arts.ac.uk/ppd
Technology Google Reader enables you to subscribe to an enormous number of counselling and mental health related blogs, newspapers and journals and have new articles automatically sent to your account for quick browsing. With Evernote you can easily save and organise the information you have found on the Internet. You can organise your studies and synchronise the information you have on your Smartphone, desk-top computer and laptop. A great aid to study and completely free! Dropbox is a free program that allows you to share large files with others. Because it synchronises your Smartphone, desk-top computer and laptop any document you are working on in your Dropbox folder is automatically updated on all the computers you use and on the Dropbox website. Dragon Naturally Speaking is a dictation program. This means you speak into a microphone connected to your computer and the words you are speaking appear as text in documents such as Microsoft Word. Dragon Naturally Speaking comes with another program called Claro Read. This program reads back the words you have written. This is very helpful because it enables you to check whether your writing makes sense and if you are using correct grammar and punctuation. 18
Moodle is a virtual learning environment (VLE) that you can access from any computer with an Internet connection at any time. All the modules you take on your foundation degree will have their own Moodle Page. It‟s the place to go for information about your course. Once you have your password you will be able to download lecture notes and resources, engage with your peers and tutors in on-line forums, submit assignments through “Turn-it In” and follow web links to counselling and coaching resources. Please sign-up for a Moodle training session, it will enhance your learning and enable you to fully engage with the course.
Assessment To pass the module students must have met the module‟s learning outcomes and provided at least one piece of evidence that they have met the following criteria from the BACP Core Curriculum:
A1
Show a commitment to personal and professional development including self-awareness and awareness of fitness to practice in relation to clients
A3
Demonstrate the psychological and emotional robustness necessary to work with intense feelings and uncertainties
A5
Recognise personal and professional limitations and identify ways of addressing these
A10
Understand the importance of professional development activities
A16
Give and receive feedback constructively from reflect and make appropriate changes
B9
Recognise the signs and symptoms associated with mental distress and regularly update knowledge about mental health and well-being
D1
Take an active role as a member of a professional community
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D10
Make a contract with the appropriate organisation for the provision of therapy, including the extent of the provision with regard to time, place and resources
D11
Demonstrate an awareness of power relationships and dynamics within groups and organisations and their potential impact on therapy
D15
Monitor and review the effectiveness of own practice
D16
Participate in therapeutic practice audit and other quality assurance procedures
D17
Identify suitable criteria and evaluation tools is evaluating own practice
Marks above the 40% pass will be awarded according to the quality of the evidence in your portfolio, including your reflective journal. For further information please see your assignment brief.
Conclusion This module has provided you with all the information you need to begin your journey as a reflective practitioner. You can now begin building your portfolio and collecting evidence to claim your criteria on the BACP Core Curriculum. I hope you enjoy this module and fully benefit from the personal, professional and academic development it is designed to encourage.
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Portfolio Contents 1
Personal Profile
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PDP Documentation
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Personal therapy log (ten hours minimum)
Placement(s)
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Critical reflections on personal and professional development Critical reflections on personal therapy Critical reflections on client work Critical reflections on clinical supervision
Personal Therapy
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BACP Core Curriculum Tracking Sheet Completed PDP exercises Completed learning style questionnaire Self assessments Goals and action plans Record of Continuous Professional Development
Reflective Journal
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Personal statement Up-to-date copy of curriculum vitae Personal development plan
Contract between placement and trainee counsellor Counselling practice log (150 hours) Criminal Records Bureau Certificate Mentor Report Copy of your insurance certificate
Supervision
Signed Record of Supervision Hours Supervision report after 50 hours of counselling practice Supervision report After 150 hours of counselling practice
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Completed Assignments with Tutor Feedback
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Copies of Certificates and Qualifications
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