Counselling

Counselling is considered to be a 'helping activity' because it assists individuals to identify problems or issues that are negatively impacting their quality of life. A counselling relationship is formed when an individual and a counsellor work together to find a solution or resolution. 'Helping activities' are activities that take place between a counsellor and a helpee (helping person). The helper can be a manager, teacher, doctor or even a member of staff. Helping sessions may be short, lasting 15-20 minutes, and may take place on an ad hoc, or a one-off basis. In a counselling relationship, the counsellor will use a range of skills to build rapport and trust with their clients. In the 1950s, psychologist Carl Rogers described three 'core conditions' that all counsellors should display. Core conditions include showing clients that they value them and are genuinely interested in helping them. 

Counsellors are judged on their empathy, compassion and unconditional positive regard (UPR) - the ability to understand and share another person's feelings. UPR means showing that the counsellor is genuine and authentic by showing warmth and understanding of the client's situation. 

Core counselling skills are for how the skill is used in counselling relationships and other helping activities. The ability to appropriately begin a relationship is an essential skill for a counsellor to have. This creates an environment in which the client feels able to talk openly about difficult issues.

Unconditional positive regard is of the counsellor demonstrates that they value and accept the client as they are. It shows that they genuinely care for the client and build trust and rapport with them. Creating a 'safe space' in which the client can talk about anything without fear of being judged or rejected, creates a sense of belonging.

Counsellors need to show clients that they are genuine and authentic by showing warmth and understanding. If a client feels that the counsellor is genuinely interested in them and that their comments and questions are genuine, they will feel at ease when talking about difficult or embarrassing subjects.

By demonstrating empathy in their words and physical gestures, a counsellor is showing that they understand their client's feelings and are not judging them.

Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding. When counsellor actively listens to their client, they are showing them that they are interested in what they are saying and invested in helping them find solutions.

Questioning or open questions is what we explored open questions in the 'beginning a relationship' section for this type of questioning is used to gather facts and information as they don't require the client to provide full, thoughtful answers. 

Closed questions require a Yes or No or short answer. This type of questioning is used only to gather facts and information. In a helping relationship, closed questions should only be used to clarify understanding. How old are you? Are you okay?

Silence is an important tool that can be used by counsellors to help their clients think about their situation and come to their conclusions or find answers. Silence can also be used to encourage clients to talk at their own pace, which will help them feel more comfortable telling the counsellor what is on their minds.

Summarising is a term used by counsellors, to sum up, using the main points, what the client has said. This demonstrates, like active listening, that the counsellor has been listening and understands the client. Summarising helps the client to understand where they are and to further examine their thoughts and feelings.

When a counsellor paraphrases something, they choose the key phrases that a client has used and repeat them back to them. This shows that the counsellors understand the client and allow the client to hear what they've said from a different perspective.

In a helping relationship, the 'helper' uses a range of skills to listen to and support an individual who is seeking assistance (the helpee). A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour'.

Boundaries must be set at the beginning of a new helping relationship. A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour'. In a helping relationship, the 'helper' uses a range of skills to listen to and support an individual who is seeking assistance.

When a 'helper' starts a new helping relationship essentially that they set boundaries with the 'helpee'. A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour' in a helping relationship. Clear boundaries help to build a trusting helper and helpee relationship.

When a 'helper' starts a new helping relationship essentially requires boundaries with the helpee. A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour'. By identifying these things, both the helper and helpee will know what to expect from the relationship. Clear boundaries help to build a trusting relationship.

In a helping relationship, the 'helper' uses a range of skills to listen to and support an individual who is seeking assistance (the helpee). When a helper starts a new helping relationship essentially needs boundaries with the helpee. A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour'. Clear boundaries help to build a trusting relationship.

A 'helper' uses a range of skills to listen to and support an individual who is seeking assistance (the helpee) When a helper starts a new helping relationship essentially one has to set boundaries with the helpee. A boundary is an 'unofficial rule about what should not be done or 'limits that define acceptable behaviour'. By identifying these things, both the helper and helpee will know what to expect from the relationship. Clear boundaries help to build a trusting relationship. A range of boundaries must be taken into account when starting a new relationship. 

Helpees need to be able to talk openly and honestly about what they are discussing with a helper. Helpers must keep their identity and the helpee's identity private and must explain instances in which they would break confidentiality. These include when they believe the person is at risk of self-harm or harming themselves or others.

Confidentiality is an important aspect of building trust in a helping relationship. The helper should explain before the first session begins that whatever is said during the sessions will be kept confidential and that the helpee's identity will not be revealed to anyone. Also, the helper must explain instances in which they would break confidentiality.

Helpees should explain before the first session begins that whatever is said during the sessions will be kept confidential and that the helpee's identity will not be revealed to anyone. The helper must also explain instances in which they would break confidentiality, such as when they believe a helpee is at risk of self-harm or harming others.

Helpees should be able to talk openly and honestly with their helpers, especially when they believe the helpee is at risk of self-harm or at risk of harming others.

Helpers should explain how long each session will last and that it will start and end promptly. This gives the helpee the security of knowing that their sessions will not be cut short. It also ensures that fees stay the same even if a helpee arrives late or the session runs over.

Helpers should explain how long each session will last and that each session starts and finishes promptly. This helps establish trust and gives the helpee the security of knowing their sessions will not be cut short. If a session runs over, the helpees may think that all sessions can do so.

Helpers should explain how long each session will last and that each session will start and end promptly. Each session should start and finish on a schedule that sets the helpee's expectations as to what they would like to cover in the session. Helpers should explain how long each session will last and that each session will start and end promptly.

An appropriate setting for a helping session is important as it will enable the helpee to establish boundaries with their helper. For example, a public place like a café could compromise the confidentiality, which in turn will impact the Helpee's trust in the helper. An appropriate setting will make the Helper feel safe and secure. A suitable setting, or location, of a helping session, is not in itself a boundary, however, a suitable setting will enable the helper to establish boundaries. An appropriate setting will make the helpee feel safe and secure. A helping session that takes part in a public place like a café could compromise the confidentiality, which in turn will impact the Helpee's trust in the helper. A suitable setting will enable the helper to establish boundaries. For example, a helping session that takes part in a public place like a café could compromise the confidentiality, which in turn will impact the helpee's trust in the helper. The setting is not in itself a boundary, however, a suitable setting can help a patient feel safe and secure.

A good idea to summarise what has been discussed is to have a follow-up meeting with the helper. The helpee should be asked specific criteria to ensure their objective is SMART - i.e. specifically state what the objective is. To meet the specific criteria, the helper could ask the helpee a range of questions, including Why do you want to achieve this objective and How are you going to achieve it? Objectives should present a challenge but not be so large that the helée will fail and have their confidence knocked. For example, if the helpee wanted to find a job in a week, they may not achieve their objective. The helpee should then discuss what will happen in the next session. Once the helper has worked with the helpee to ensure their objective is SMART, they should make sure the helpee is comfortable with what they've agreed. Objectives should not be so large that the helpee will fail and have their confidence knocked. For example, the objective could be to write a CV and apply for a job in a week. Once the helper has worked with the helpee to ensure their objective is SMART, they should make sure the helpee is comfortable with what they've agreed. This element allows the helpee to see when an objective has been reached, which helps to motivate them. 

'Helping activities' are activities between a counsellor and a helpee (helping person). The helper can be a manager, teacher, doctor or even a member of staff. Counsellors are judged on their empathy, compassion and unconditional positive regard. Core counselling skills are for how the skill is used in counselling relationships. Silence is an important tool that can be used by counsellors to help their clients think about their situation and come to their conclusions or find answers.

Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding. Closed questions are used to gather facts and information as they don't require the client to provide full, thoughtful answers. In a helping relationship, closed questions should only be used to clarify understanding. Summarising helps the client to understand where they are and to further examine their thoughts and feelings.

Counselling is considered to be a 'helping activity' because it assists individuals to identify problems or issues that are negatively impacting their quality of life. 'Helping activities' are activities that take place between a counsellor and a helpee (helping person). The helper can be a manager, teacher, doctor or even a member of staff. Helping sessions may be short, lasting 15-20 minutes, and may take place on an ad hoc, or a one-off basis. When a counsellor actively listens to their client, they are showing them that they are interested in helping them find solutions.

Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding. In a helping relationship, closed questions should only be used to clarify understanding. This type of questioning is used only to gather facts and information.

In a counselling relationship, the counsellor will use a range of skills to build rapport and trust with their clients. Counsellors are judged on their empathy, compassion and unconditional positive regard. Core conditions include showing clients that they value them and are genuinely interested in helping them. Creating a 'safe space' in which the client can talk about anything without fear of being judged or rejected creates a sense of belonging. When counsellor actively listens to their client, they are showing them that they are interested in what they are saying and invested in helping them find solutions.

Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding. Questioning or open questions is used to gather facts and information as they don't require the client to provide full, thoughtful answers. In a helping relationship, closed questions should only be used to clarify understanding.

Counsellors are judged on their empathy, compassion and unconditional positive regard (UPR) - the ability to understand and share another person's feelings. Core skills are for how the skill is used in counselling relationships and other helping activities. 'Helping activities' are activities that take place between a counsellor and a helpee (helping person). When a counsellor actively listens to their client, they are showing them that they are interested in helping them find solutions. Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding.

In a helping relationship, closed questions should only be used to clarify understanding. This type of questioning is used only to gather facts and information.

Counselling is considered to be a 'helping activity' because it assists individuals to identify problems or issues that are negatively impacting their quality of life. 'Helping activities' are activities that take place between a counsellor and a helpee (helping person). The helper can be a manager, teacher, doctor or even a member of staff. listen, or repeat keywords back to the client, is a way of demonstrating active listening and understanding. Questioning or open questions is used to gather facts and information as they don't require the client to provide full, thoughtful answers.

In a helping relationship, closed questions should only be used to clarify understanding. Silence is an important tool that can be used by counsellors to help their clients think about their situation and come to their conclusions or find answers.

Counselling is considered to be a 'helping activity' because it assists individuals to identify problems or issues that are negatively impacting their quality of life. In a counselling relationship, the counsellor will use a range of skills to build rapport and trust with their clients. Core conditions include showing clients that they value them and are genuinely interested in helping them. Silence is an important tool that can be used by counsellors to help their clients think about their situation and come to their conclusions or find answers. Reflecting, or repeating keywords back to the client, is a way of demonstrating active listening and understanding.

Questioning or open questions is used to gather facts and information as they don't require the client to provide full, thoughtful answers. Closed questions should only be used to clarify understanding.

Counsellors are judged on their empathy, compassion and unconditional positive regard. The ability to appropriately begin a relationship is an essential skill for a counsellor to have. Core counselling skills are for how the skill is used in counselling relationships and other helping activities. Counsellors need to show clients that they are genuine and authentic by showing warmth and understanding. Creating a 'safe space' in which the client can talk about anything without fear of being judged or rejected creates a sense of belonging.

Helping activities are activities that take place between a counsellor and a helpee (helping person) - a manager, teacher, doctor or even a member of staff. When counsellor actively listens to their client, they are showing them that they are interested in what they are saying and invested in helping them find solutions. Silence is an important tool that can be used by counsellors to help their clients think about their situation and come to their conclusions or find answers. In a helping relationship, closed questions should only be used to gather facts and information. Closed questions require a Yes or No or short answer.