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Book Details
Abstract
Training to be a counsellor can be an intense and demanding experience, full of stresses and anxieties. It can also be positive and fulfilling. This easy-to-use guide can help you make the most of your training so that you survive - and, importantly, enjoy - your course.
From choosing a course to writing a report, the book examines the biggest and passively most daunting issues you will face on the way to becoming qualified. The information is presented in easily digestible, bite-size chunks, so that you can dip in and out of the text as your training programme – and your understanding – progresses.
Drawing on the authors' extensive teaching experience and the wider literature, How to Survive Counsellor Training:
• Provides a realistic and reassuring advice at every stage, in order to reduce anxiety and allow you to grow in confidence
• Informs your choices and suggests possible actions and strategies
• Explains the rationale behind some aspects of training, offering hints about how to get the most out of the experience
• Helps and encourages you to take care of yourself and pay attention to your own personal development
• Warns you about some of the challenges you might face and suggests strategies for coping with them.
Clearly structured and a pleasure to read and use, this text is aimed at prospective and beginning trainees and will prove a practical and stimulating reference for counsellors throughout their training and beyond.
ROWAN BAYNE is Professor of Psychology at the University of East London, UK. He is the author and co-author of many books, including the very successful The Counsellor's Handbook: A Practical A-Z Guide to Professional and Clinical Practice 3rd edition (March 2008).
GORDON JINKS is Principal Lecturer and Programme Leader of Counselling and Psychotherapy at the University of East London, UK. He has many years of clinical experience, and is co-author of The Counsellor's Handbook: A Practical A-Z Guide to Professional and Clinical Practice 3rd edition (March 2008).
"Bayne and Jinks have written a book that is refreshingly accessible. Short, succinct pieces give basic information on a wide range of topics, while following a counselling ethos of thoughtfulness and empathy. As a student I found sections that challenged me to look closely at my own beliefs and attitudes, and as a useful way to follow-up discussions at college."
- Dahlian Kirby, writer, teacher and counsellor in training, Therapy Today
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover | ||
Contents | v | ||
Acknowledgements | x | ||
Introduction | xi | ||
a | 1 | ||
age and applying for counsellor training | 1 | ||
angry, feeling | 1 | ||
application forms | 3 | ||
assertiveness skills | 4 | ||
assessment of counselling qualities and skills | 7 | ||
assessment of coursework: issues | 8 | ||
assessment of essays and reports | 10 | ||
assessment of presentations | 13 | ||
attendance requirement | 14 | ||
b | 15 | ||
beginning of a course | 15 | ||
beginning of each training day | 16 | ||
'best books' | 16 | ||
'body language' | 16 | ||
boredom in teaching sessions | 17 | ||
boundaries | 18 | ||
brochures, course | 22 | ||
c | 23 | ||
careers in counselling | 23 | ||
case studies, writing | 24 | ||
choosing a career | 27 | ||
choosing a counselling orientation | 28 | ||
choosing a counselling orientation: the role of personality | 29 | ||
choosing a counsellor | 30 | ||
choosing a course to apply for | 31 | ||
client, preparing for the training role of | 32 | ||
'clinical wisdom' | 33 | ||
co-counselling | 33 | ||
complaints about the course | 34 | ||
contact time with tutors | 35 | ||
core model | 35 | ||
counselling and coaching | 36 | ||
counselling and psychotherapy | 36 | ||
critical thinking | 37 | ||
criticisms of counselling, and replies | 38 | ||
d | 42 | ||
decisions, making | 42 | ||
deferring | 43 | ||
de-skilled, feeling | 44 | ||
developing your own model of counselling | 44 | ||
disability | 45 | ||
discouraged, feeling | 46 | ||
distressed, feeling | 46 | ||
diversity | 47 | ||
dropping out of your course | 48 | ||
e | 50 | ||
effectiveness of counselling | 50 | ||
effectiveness of counsellor training | 50 | ||
ending of your course | 50 | ||
essays and reports, writing | 52 | ||
ethics, professional | 55 | ||
evidence-based practice (EPB) | 56 | ||
exercise, physical | 57 | ||
exercises, experiential | 57 | ||
exhausted, feeling | 58 | ||
expectations of training | 58 | ||
experience (as a factor in applying to a course) | 59 | ||
experiential groups | 59 | ||
f | 62 | ||
failing an assessment item or a course | 62 | ||
fears about counsellor training | 63 | ||
feedback, giving | 64 | ||
feedback, receiving and recording | 65 | ||
fees and funding | 67 | ||
first day | 68 | ||
frameworks | 68 | ||
freewriting | 69 | ||
future of counselling | 70 | ||
g | 73 | ||
gender | 73 | ||
good counsellors | 73 | ||
groups | 75 | ||
h | 76 | ||
hidden agendas | 76 | ||
hours of study | 77 | ||
i | 78 | ||
imagery and inability to visualise | 78 | ||
integration | 78 | ||
integrative counselling | 79 | ||
intermitting | 80 | ||
interpersonal process recall (IPR) | 81 | ||
j | 84 | ||
journal | 84 | ||
l | 86 | ||
language and linguistics | 86 | ||
lifeline exercise | 88 | ||
loss | 89 | ||
m | 92 | ||
membership organisations | 92 | ||
mental health and mental health problems | 92 | ||
metaphors for counselling | 94 | ||
mindfulness | 95 | ||
motives for becoming a counsellor | 96 | ||
multiculturalism | 98 | ||
n | 100 | ||
non-verbal communication | 100 | ||
notes, making | 100 | ||
notes during and after counselling sessions | 101 | ||
o | 103 | ||
open circle | 103 | ||
p | 106 | ||
panicky, feeling | 106 | ||
personal development | 106 | ||
personal development groups | 106 | ||
personal therapy | 107 | ||
personality theory | 107 | ||
placement, finding a | 108 | ||
placement, managing your | 111 | ||
plagiarism | 114 | ||
presentations, making | 115 | ||
process reports, writing | 116 | ||
professional log | 117 | ||
psychological type (MBTI) theory | 118 | ||
q | 120 | ||
qualifications, academic | 120 | ||
r | 121 | ||
race | 121 | ||
readiness to begin training | 121 | ||
reading as a skill | 121 | ||
reading lists | 123 | ||
references for applications | 123 | ||
references in academic writing | 123 | ||
referral | 124 | ||
rejection for a course or placement | 124 | ||
relationships with friends, family and work colleagues, effects of counsellor training on | 125 | ||
relationships with the other students | 127 | ||
relaxation | 128 | ||
research, ideas for | 128 | ||
research design, some general aspects of | 129 | ||
research papers, reading | 130 | ||
role play versus talking aboutreal problems (as a practice client) | 131 | ||
room, counselling | 132 | ||
room, training | 132 | ||
s | 134 | ||
safety | 134 | ||
selection interviews | 134 | ||
selection interviews, preparation for | 135 | ||
selection procedures for counsellor training | 136 | ||
self-awareness | 138 | ||
self-care | 139 | ||
self-development | 139 | ||
self-esteem | 139 | ||
sexual attraction | 141 | ||
sexual orientation | 142 | ||
skills training | 143 | ||
skills versus qualities | 144 | ||
sleep | 145 | ||
staff | 146 | ||
strengths | 146 | ||
stress | 149 | ||
study skills | 152 | ||
supervision, preparation for | 152 | ||
supervision, process of | 153 | ||
support | 154 | ||
t | 155 | ||
taping counselling sessions | 155 | ||
time management | 156 | ||
transcripts | 157 | ||
trust in the course group, developing | 158 | ||
tutorials | 159 | ||
tutors and contact time | 159 | ||
u | 162 | ||
upset, feeling | 162 | ||
v | 163 | ||
values | 163 | ||
video/DVD labs | 164 | ||
visualisation | 164 | ||
w | 165 | ||
work | 165 | ||
writing, academic | 165 | ||
writing, expressive | 165 | ||
References | 167 | ||
Name index | 177 | ||
A | 177 | ||
B | 177 | ||
C | 177 | ||
D | 177 | ||
E | 177 | ||
F | 177 | ||
G | 178 | ||
H | 178 | ||
I | 178 | ||
J | 178 | ||
K | 178 | ||
L | 178 | ||
M | 178 | ||
N | 178 | ||
O | 179 | ||
P | 179 | ||
R | 179 | ||
S | 179 | ||
T | 179 | ||
V | 179 | ||
W | 179 | ||
Y | 180 | ||
Subject index | 181 | ||
A | 181 | ||
B | 181 | ||
C | 182 | ||
D | 183 | ||
E | 183 | ||
F | 184 | ||
G | 184 | ||
H | 184 | ||
I | 184 | ||
J | 185 | ||
K | 185 | ||
L | 185 | ||
M | 185 | ||
N | 185 | ||
O | 185 | ||
P | 186 | ||
Q | 186 | ||
R | 186 | ||
S | 187 | ||
T | 188 | ||
U | 188 | ||
V | 188 | ||
W | 188 | ||
Y | 188 |