Counselling Skills

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UNIT 4
Facilitate the Counselling Process
DPC4C
Unit Topic: The Counselling Process
Published by: J & S Garrett Pty Ltd

ACN 068 751 440
All Case Histories in this text are presented as examples only

and any comparison which might be made with persons either
living or dead is purely coincidental.
Australian Institute of Professional Counsellors

STUDENT WORKBOOK
Second Edition, 2006 (2.0)
Copyright ownership: J & S Garrett Pty. Ltd. ACN 068 751 440
This book is copyright protected under the Berne Convention.

All rights reserved. No reproduction without permission.
Australian Institute of Professional Counsellors

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This book is protected by copyright and may not be reproduced or copied

either in part or in whole nor used for financial gain without the express
approval in writing of the owner (J & S Garrett Holdings Pty. Ltd. ACN 068
751 440) of the copyright.
Contents
PREAMBLE
Unit Title...........................................................................................................................................................................5
Unit Purpose................................................................................................................................................................5
Suggested Hours....................................................................................................................................................5
Prerequisites...............................................................................................................................................................5
Content..............................................................................................................................................................................5
Resources/Readings...........................................................................................................................................5
Assessment..................................................................................................................................................................6
Time Frame...................................................................................................................................................................7
Unit Outcomes..........................................................................................................................................................8
About the Icons........................................................................................................................................................12
SECTIONS
Introduction..................................................................................................................................................................13
Section 1: The Counselling Process 15

.....................................................................................
Section 2: The Beginning Phase..................................................................................................21
Section 3: The Middle Phase.............................................................................................................31
Section 4: The Ending Phase............................................................................................................41
Practical Component.........................................................................................................................................53
Glossary............................................................................................................................................................................54
Preamble
Unit Title
Unit DPC4C: Facilitate the counselling process
Unit Purpose
This unit focuses on the application of the knowledge and skills
required to facilitate the counselling process to enhance client
growth. The process is applied to counselling practice to ensure
clients are assisted through the counselling interview process to
achieve optimum benefits for clients.
Suggested Hours
Although everyone will work at their own pace, we suggest you
allow approximately 75 hours to complete this unit competently,
including seminars, tutorials, assignments and any practical
activities.
Pre-requisites
The pre-requisite for this unit is DPC3C – Apply counselling
interview skills
Content
 The counselling process
 Identifying client concerns
 Exploring client concerns
 Reviewing the counselling process
 Negotiating the termination of the counselling relationship
Resources/Readings
Required Learning Resources:
 Unit 4, Book of Readings - Volume 1 (Version 3)
 Readings A – J commencing on page 83 of this workbook.
Recommended Texts:
The following texts are for supplementary reading only. They do not
have to be
purchased as a part of this course. If you are interested in the
following titles,
the Institute usually has most of them available in the library or for
purchase at a student discount through the Institute Bookshop.
5
Unit 4 – Facilitate the counselling process
 Corey, G. C. (1996). Theory and practice of counselling and psychotherapy

(5th ed.). USA: Brooks/Cole.
6
Preamble
Assessment
This unit will be assessed by completing this workbook and an
additional
practical component. You are required to be assessed as competent
on all
workbook activities, including written assignments, case studies,
research projects
and exercises, before being able to complete the practical
component. You can
complete the practical component of this unit, by either:
a) attending a seminar
b) videotaping your skills, or
c) having a Private Assessor assess your skills.
It is in your best interest to complete the practical component as
soon as possible
after completing the prerequisite units. This way you will be very
familiar with
the content and better able to complete the required activities.
Should you need more space to complete activities, please attach

another page
to the relevant activity and ensure any additions are clearly marked
at the top of
the page with
 your name
 student number
 the workbook code and title
 section number and title
 the activity number your assignment refers to
Where we have provided a guide as to how many words we would

expect you
to write, please note, this word count is based on the amount of
words required
to adequately show your understanding and knowledge of the
topic. You are not
however, expected to stick rigidly to this word count.
The completed Workbook and any additional assignments etc.,

should be
submitted to The Australian Institute of Professional Counsellors at
the end of
each workbook. Please ensure you either write or print clearly in
blue or black
pen (no pencil please). Failure to submit clean, legible workbooks will
unfortunately
result in these being returned to you, unmarked.
7
Time Frame
Please note, Austudy/Abstudy students must keep to the
Austudy/Abstudy
Assessment Due Dates on your Course Outline. Unfortunately
failure to do so
may result in your benefit being revoked. Remember you must
notify the Institute
of your Austudy/Abstudy acceptance.
The recommended time frame for Unit 4 – Facilitate the Counselling
Process, Sections 1 - 4 is five weeks. Please return the workbook to
the following address:
Address: The Australian Institute of Professional Counsellors

Locked Bag 15
FORTITUDE VALLEY QLD 4006
Thank you for choosing to study with The Australian Institute of

Professional
Counsellors. Good Luck!
8
Preamble
Unit Outcomes
Upon completion of this unit, you should be able to:
Element Performance Criteria
DPC4C/01. 1.1Clients are encouraged to

Begin the counselling process. understand the counselling process;
1.2Communicate client rights during the
counselling process;
1.3A plan for counselling is constructed and
contracted with the client;
1.4Apply strategies to generate initial
client-counsellor rapport.
DPC4C/02. 2.1 Communicate presenting issues

Facilitate the identification of client and prioritise them with the client;
concerns. 2.2 Recognise and respond to
situations of risk or potential risk
immediately and appropriately;
2.3 Respond to expressions of strong
emotion in an appropriate manner
suited to the counselling
environment.
DPC4C/03. 3.1Recognise and acknowledge client

Explore client concerns. strengths and resources;
3.2Communicate changes in a client’s
situation or circumstances
throughout the counselling process;
3.3Assist clients to recognise
underlying issues and their
relevance to change.
DPC4C/04. 4.1 Clients are encouraged to express

Review the counselling process. their perception of the counselling
process;
4.2 The counselling process is evaluated and
documented with clients to ensure it
remains helpful;
4.3 The client is encouraged to
determine the pace of the counselling
process.
DPC4C/05. 5.1 Plan and contract the conclusion of

Negotiate the termination of the client- the counselling process with the client;
counsellor relationship. 5.2 Client concerns are reviewed;
5.3 Plan and apply appropriate procedures
for any unresolved client concerns.
9
Evidence guide
Critical aspects of evidence:

It is essential that competence be demonstrated in facilitating the
counselling process. The candidate must be able to:
 Begin the counselling process
 Facilitate the identification of client concerns
 Facilitate the exploration of client concerns
 Review the counselling process
 Negotiate the termination of the client-counsellor relationship
Underpinning knowledge may include:

The knowledge requirements for this unit of competency are listed
below:
 Procedures for ensuring clients rights are known before
relationship begins
 Personal limitations
 Client concerns
 Communication sub-skills
 Identification of risk situations
 Client contracting
 Review of counselling
 Ending the counselling process
Underpinning skills may include:

To achieve the performance criteria, the following underpinning
skills are required. These include the ability to:
 Identify and explore client concerns
 Facilitate change within counselling practice
 Apply the counselling process
 Apply communication sub-skills
10
Preamble
About the Icons

The following icons are small graphics used throughout this workbook to
describe certain activities that you will need to undertake.
assessment self-check
self-evaluation
audio tape
exercise
discuss with friend,

family member, study simulation
partner or supervisor
field excursion video
reading written assignment
written task
reflect on this topic
research project tip
review/revise exercise
11
INTRODUCTION
12
Introduction
Introduction
About this Unit:
This unit is designed to provide you with an introduction to the
counselling process, from the initial interview to the final session.
The model that you will be studying in this unit divides the
counselling process into three phases; the beginning, middle and
end. This unit has been similarly divided into sections that focus
on the counselling process in general as well as the beginning,
middle and end phases respectively.
This counselling process you are learning in this unit offers a
framework from which you can structure your own counselling
sessions and may assist you in later units when you study more
specific counselling strategies and approaches.
Overview of Sections:
Section 1: The counselling process
The first section of this unit introduces you to the general
counselling process and invites you to reflect on the purpose of
each phase.
Section 2: The beginning phase

It is the counsellor’s role in the beginning phase to prepare the
client for the middle phase of counselling. This means ensuring
that the client is aware of their rights and your ethical and legal
responsibilities as a counsellor. It also means that clients are
aware of the practicalities involved in the counselling process,
including the session length and frequency, any fees, as well as a
likely ending or review date. All of these factors need to be clearly
communicated to your client and an agreement made on those
terms.
In addition, the establishment of client goals occurs in the

beginning phase. This section provides an opportunity for you to
reflect on the procedures required to ensure that your client feels
prepared for the middle phase of counselling and focused on the
achievement of their goals.
Section 3: The middle phase

The middle phase of the counselling process is marked by a shift
from focusing on setting goals and identifying concerns to
exploring client feelings and issues that may surround their
concerns.
The middle phase is the exploration and change phase and as

such may evoke strong feelings and responses in your client. In
this section we invite you to consider how you might handle such
expressions of strong emotion. In addition we ask you to reflect
on when it might be necessary for you to discuss the past with
clients and at what stage in the counselling process should you
review your client’s progress.
13
Section 4: The end phase

Ending the counselling process can evoke numerous feelings in
both the client and the counsellor. During the end phase,
counsellors need to reinforce the progress and achievements that
their client has made. In addition, the counsellor needs to be
aware of the possibility for clients to respond strongly to the loss
of the client-counsellor relationship.
In this section we invite you to reflect on ways in which

counsellors can ensure that their clients successfully work through
any negative feelings about the termination of counselling and
leave their final session feeling as though they no longer require
the counsellor’s support
14
15
Section 1
THE COUNSELLING
PROCESS
16
The Counselling Process

About this Section:
In this Section you will learn about:
The three phases of counselling
 The beginning phase
 The middle phase
 The end
Phase 1: The Beginning

Establish the counselling contract with your client and ensure
the following are discussed and clearly communicated to your
client.
Confidentiality and its limits
The frequency and duration of sessions
Fees and other practicalities (such as cancellation
procedures and opening hours)
Number of sessions before review
2. Build rapport
3. Identify and prioritise client’s presenting issues
4. Set counselling goals
Phase 2: The Middle

1. Explore client feelings and issues in more depth
2. Identify relevant underlying issues
3. Apply appropriate intervention strategies
4. Review the counselling process
Consolidate skills - i.e. Ensure that any new
skills/behaviours/thought patterns are transferred
beyond the counselling room into everyday life
Counselling Progress has

reveals that a been made but
more specific still some
intervention is counselling work
required to go
Client goals
Refer client to have been Re-contract with
appropriate achieved the client by
service or reviewing goals
professional and timeframes
Phase 3: The Ending

Discuss and manage the loss of the counselling relationship,
as required
Reinforce what has been achieved
Figure 1: The Counselling Process
17
Section 1: The Counselling
Process
To complete this section you will need the following resources:

1. Unit 4, Book of Readings - Volume 1
Tip: Read through Reading 4.1 before starting this section. This will assist you in
completing the following activities.
ACTIVITY 1
1. Hodgkinson (1992 – Reading 4.1) identifies three main
phases of counselling: beginning, middle and end.
Identify the phase at which each of the following should

occur by writing either Reading
B = Beginning phase, 4.1
M =Middle phase or
E = End.
beside each item below.
a. Exploring options for more specific forms of help B
b. Identifying recurring patterns B
c. Establishing how long the sessions will be B
d. Establishing rapport B
e. Reaffirming what has been achieved
f. Establishing fees B
g. Exploring strong feelings B
h. Exploring relevant underlying issues
ACTIVITY 2
2. In your own words, summarise the phases of
counselling in the space provided below. Be sure to
identify what occurs for the client in each phase.
Reading
a) The beginning phase 4.1
18

19
Section 1: The Counselling
Process
b) The middle phase

c) The end

Summary:
This section was designed to provide you with a brief overview
of the counselling process. As counselling is such an individual
and personal process for each client, it is unlikely that all
counselling will follow this process strictly. Sometimes you
may find the need to return to rapport building and goal
setting (phase 1) after spending some time discussing and
exploring client concerns (phase 2). There are no set rules as
the process is lead by the needs of your client. The counselling
process described in your readings offers a broad framework
for structuring your counselling sessions and is designed to
offer guidance rather than prescription.
20
ASSESSOR’S COMMENTS FOR UNIT 4 - SECTION 1

To be completed by The Australian Institute of Professional Counsellors
to provide constructive feedback on the assessment of this workbook.
C / NYC
Signature of Assessor: Date:
21
Section 2
THE BEGINNING PHASE
22
Section 2: The Beginning Phase
The Beginning Phase

About this Section:
- Establishing a counselling contract

- The importance of building rapport
- Identifying and prioritising presenting issues
- Goal setting
- Recognising situations of risk
Phase 1: The Beginning

1. Establish the counselling contract with your client and
ensure the following are discussed and clearly
communicated to your client.
 Confidentiality and its limits
 The frequency and duration of sessions
 Fees and other practicalities
 Number of sessions before review
2. Build rapport
3. Identify and prioritise client’s presenting issues
4. Set counselling goals
Resources:
1. Unit 4, Book of Readings - Volume 1
Tip: Read through Readings 4.1, 4.2 (Part 1 & 3), 4.3, 4.4, 4.5 (Part 1) before starting this
section. This will assist you in completing the following activities.
ACTIVITY 1
Contracting with clients
1. One of the first steps in the counselling process is establishing
a counselling contract. A counselling contract may be a verbal or
written agreement between the counsellor and the client.
CONTRACTING WITH THE CLIENT

(Geldard & Geldard, 2005*, pg. 12)
“A counselling contract may include an agreement regarding
issues such as those related to confidentiality, general and
specific goals, the counselling process, the counselling methods
to be used by the counsellor, and issues to be discussed. At the
contracting stage we like to make it clear that the client’s wishes
will be respected with regard to what issues will and will not be
discussed. This is very important for some clients who may fear
that they will be pressured in subtle ways to discuss issues which
they do not wish to explore.
Sometimes a contract will involve an agreement to attend

counselling sessions at regular intervals; for example weekly or
23
fortnightly for a particular number of sessions, with a review of

the counselling process occurring at set times.” (p. 12)
*Geldard, D. & Geldard, K. (2005). Basic personal counselling: A training

manual for counsellors (5th ed.). Australia: Prentice Hall.
24
1.1 List six (6) items that may be included as part of the
counselling contract.
1.
Reading 4.1
2. & extract
3.
4.
5.
6.
1.2 What are the benefits of establishing a counselling contract

for....
a) The clients?

b) The counsellor?

25
ACTIVITY 2
“The therapeutic relationship is a central factor in successful therapy:”

(Bertolino & O’Hanlon, 2002 – Reading 4.2).
Reading 4.2 (Part The therapeutic relationship (or client-counsellor relationship) plays
2) & 4.3 (Parts 1 a large role in determining the success of the counselling process.
& 2) Thus it is crucial in the initial stages of counselling that the
counsellor joins with the client to establish a relationship based on
mutual trust and rapport.
2. List four (4) ways a counsellor can convey acceptance to their

client.
1.
2.
3.
4.
ACTIVITY 3
Identify client’s presenting issues
3.1 Egan (1994 – Reading 4.5) discusses the concept of

“encouraging clarity”. In your own words, explain what
Reading 4.5
(Part 1)
“encouraging clarity” means.
26
3.2 List three (3) skills that a counsellor may use to “encourage
clarity” from a client?
1.
2.
3.
ACTIVITY 4
Prioritising client concerns
“In learning what it is that clients want, we sometimes find that what
clients are initially complaining about is not their primary concern. Reading extract
For example, a client will mention numerous concerns and the
therapist will be unclear as to which one takes precedence. In such
cases, many clients will just want their experience and views to be
acknowledged and heard. They will then move on to concerns that
are more significant for them. For this reason, we always check with
clients to be sure that we clearly understand what it is they want to
see change. When clients have a number of complaints, we
summarise and acknowledge them all, and then learn which ones
are most pressing.
Sometimes a client indicates that all complaints or concerns are of

equal weight. In this case, we work with clients to determine which
one or two concerns should be addressed first. We assure clients
that all of their concerns are important and will be addressed, but
that we are just learning which ones are most troublesome and
should be focussed on initially.” (p. 91)*
*Extract from:
Bertolino, B. & O’Hanlon, B. (2002). Collaborative, competency-based
counseling and therapy. Needham Heights, MA: Allyn & Bacon.
Read through the extract above and answer the following:
27
4.1 What should a counsellor do if a client presents with more

than one concern or complaint?

4.2 What should a counsellor do if their client suggests that all

concerns or complaints are of the same degree of
importance?

28
ACTIVITY 5
Goal setting
5.1 Why do you think it is important to set goals in the beginning

phase of counselling?
Reading 4.4
5.2 Nelson-Jones, (2003 – Reading 4.4) describes two types of

goals:
1) Process goals and
2) Outcome goals
Reading 4.4
In your own words describe the difference between these two
types of goals.

5.3 Nelson-Jones, (2003 – Reading 4.4 - Box 16.1) provides some

example questions for assisting clients in clarifying their goals.
Write one question that you think would be useful to ask a

client when clarifying their outcome goals (make sure your
question is different from those listed in your reading).
29

30
ACTIVITY 6
Situations of risk
In the beginning phase of counselling you may need to respond to

situations of risk, sometimes even in the first session of counselling
a client.
We define situations of risk as those situations in which a counsellor
becomes aware of the potential for a client to be harmed, harm
themselves or harm others. Thus situations of risk may include:
 Suicidal clients
 Threats made by the client to harm the counsellor or another
 Violence in the counselling session
Read through the possible counsellor responses listed below (A, B or C) and
answer the questions that follow.
Possible counsellor responses:

A. Continue the session as normal.
B. Explain to the client that this is one of those times that you
have to tell
someone about what has just been said (break
confidentiality). Ask
your client if they would like to tell someone about the
situation or if
they wish you (as the counsellor) to do the telling.
C. Discuss options with the client about what they can do, then
assist
them to follow through on those.
6.1 Read through the following scenarios and consider:

 Whether you would classify the scenario as an “at risk”
situation?
 How would you respond when faced with the situation?
(choose from A, B or C).
 Note: You may choose the same letter more than once.
A. Your teenage client (boy, age 17) tells you that he is using
illegal drugs and selling it to his peers.
a. Do you consider this a risk situation? YES

b. Which response do you think is most appropriate for a
counsellor? A
31
c. Why do you think this is the most appropriate

counsellor response?
32
B. Your client (woman, 34) tells you that she has been shop-
lifting regularly at the local shopping centre.

b. Which response do you think is most appropriate for a
counsellor? A

C. Your client (man, age 42) says that he gets so frustrated with
his young children that sometimes he feels like “killing them”.

b. Which response do you think is most appropriate for a counsellor? A

33
Summary:
This section outlined the beginning phase of the counselling process.
From first contact to final session it is important to maintain a
strong, trust-based relationship with your client. The foundations for
this relationship are established in the beginning phase of
counselling.
The beginning phase is also characterised by identifying client

concerns, goal setting and establishing the counselling contract. All
of these factors contribute to providing a firm basis on which client
issues and concerns can be explored in detail and depth throughout
the middle phase of counselling.
ASSESSOR’S COMMENTS FOR UNIT 4 – SECTION 2

C / NYC
34
Section 3
THE MIDDLE PHASE
35
The Middle Phase

About this Section:
− Responding to expressions of strong emotion
− Exploring underlying issues
− Recognising and acknowledging your client’s strengths
− Reviewing the counselling process
Phase 2: The Middle
1. Explore client feelings and issues in more depth

2. Identify relevant underlying issues
3. Apply appropriate intervention strategies
4. Review the counselling process
5. Consolidate skills - i.e. Ensure that any new
skills/behaviours/thought patterns are transferred
beyond the counselling room into everyday life
Resources:
1. Unit 4, Book of Readings - Volume 1.
Tip: Read through Reading 4.2 (Parts 1 & 3), 4.3 (Part 3), 4.5 (Part 2) & 4.6 before
starting this section. This will assist you in completing the following activities.
Progression from the beginning phase to the middle phase of

counselling is marked by the transition from discussing client
concerns and goals to exploring client issues further. In this
section we look at a variety of situations that may occur in the
middle phase of counselling and explore options for appropriate
counsellor action.
ACTIVITY 1
Responding to expressions of strong emotion
It can be a frightening and confronting experience for a client to
express strong emotion within a counselling session. Often the
Reading 4.2 expression of difficult or tightly held emotion does not surface
(Parts 1 & 3) until the middle phase of counselling. This is frequently due to the
nature of human relationships and the building of trust.
Sometimes clients need to trust their counsellor and feel safe in
the counselling environment before they can consider becoming
as vulnerable as they believe the expression of strong emotion
may make them.
36
Section 3: The Middle Phase
1.1 Moursund (1993 – Reading 4.2: Part 3) discusses the need

for the counsellor to “provide both permission and
protection” to a client exploring their emotions. What does
this mean?
Note: You will need to include an explanation of both permission and protection
in your answer.
37

1.2 List three (3) ways a counsellor can help a client to “feel
safe”.
1
.
2
.
3
.
ACTIVITY 2
Exploring underlying issues
2. Egan (1994 – Reading 4.5: Part 2) contends that there are

pluses and minuses for discussing the past.
Reading 4.5
List one (1) occasion when it may be helpful to discuss the (Part 2)
past with your client?
ACTIVITY 3

38
Recognising and acknowledging your client’s strengths
Clients often arrive at an initial counselling session feeling

troubled emotionally and unable to move forward on a particular
issue or concern. This is often accompanied by a feeling of
helplessness and an assumption on the client’s behalf that they
have nothing more to offer in generating solutions or new options.
It is vital therefore that when you observe a strength or skill in a
client, you acknowledge and highlight it to your client.
3. To assist in identifying client strengths (or competencies),

Bertolino & O’Hanlon (2002 – Reading 4.3: Part 3) suggest
shifting focus from “what’s wrong” to “what’s right”.
What do you think some of the benefits for doing this may
Reading 4.3 be for your clients? List three (3).
(Part 3)
1
.
2
.
3
.
Important Note:
In addition to exploring client feelings and underlying issues, the

middle phase of counselling also involves the implementation of
appropriate intervention strategies. These strategies are
designed to assist the client to change in some way. You are not
required to have a thorough understanding of intervention
strategies at this stage. Details of various intervention strategies
will be covered in Units 8-12.
39
ACTIVITY 4
Review the counselling process
Part of the counselling process involves checking that the client is

satisfied with the counselling that you are providing. Checking
with the client in this way is called reviewing the counselling.
Reviews can be conducted in a variety of ways. The way in which
you choose to conduct your reviews is dependent on you and your
personal counselling style.
Some organisations will have procedures already in place that

outline how counselling reviews are to be conducted. Nonetheless
you may wish to conduct additional reviews to assist you in
assisting your client.
A review can be an informal chat with your client about how they
feel things are going in the sessions or it can be a series of
questions on paper that they may fill out in session or between
sessions.
The initial counselling contract should outline the review process

for the client. A review should include:
 Review of the progress that has been made towards the
client’s goals
 Evaluation of the counselling relationship (from the client’s

perspective)
 Evaluation of the pace of the counselling progress
 Re-evaluation of the termination (final session) date

 Feedback from the client on what is working well for them
and what is not
The frequency of reviews is up to you and your client. Some

counsellors choose to conduct a brief review after every session;
others choose a predictable time-frame, such as every three
sessions or every six weeks.
40
4.1 Why do you think it is important to review the counselling

with your clients? Consider both the client and your role as
counsellor in your answer.

4.3 Write two (2) questions that may be useful to include in a

counselling review. (i.e. What questions could you ask your
clients to encourage them to discuss their perceptions of
the counselling they are receiving?) E.g. “What do you think has
been most helpful so far?”
1.
2.
41
The results of your reviews with clients may determine whether

you develop a new counselling contract with the client, begin the
ending phase of counselling or offer suggestions about service
providers that may be more appropriate for your client’s
concerns.
ACTIVITY 5
Consolidate new client skills
Reading 4.6
During the counselling process clients may learn strategies, skills
or ideas that are new and perhaps initially awkward or
uncomfortable for them. Clients may be aware of the benefits of
these new skills, yet find it difficult to maintain the changes and
fall back into old patterns of thinking or behaviour. It is crucial
therefore that the counsellor prepares the client for continuing to
use the new skills after counselling has ended.
5. List four (4) ways counsellors can assist clients during

counselling to continue using their new skills after
counselling has ended (i.e. consolidate their skills).
1.
2.
3.
4.
42
Summary:
The middle phase of the counselling process is marked by a shift
from focusing on setting goals and identifying concerns to
exploring client feelings and issues that may surround their
concerns. This is the phase of counselling when change happens,
when clients explore new options and may try out new ways of
thinking or behaving.
If new patterns prove successful for the client, it is vital that the
counsellor implements strategies that encourage the new
patterns to become habits. The middle phase ends when a client
decides that their needs have been meet or they no longer
require support. The counsellor may also end this phase by
deciding that they are unable to help any further and thus
providing the client with other suitable alternatives.
ASSESSOR’S COMMENTS FOR UNIT4 – SECTION 3

C / NYC
43
44
45
- Facilitate the counselling process
Section 4
THE END PHASE
46
Section 4: The End Phase
The End Phase

About this Section:
Acknowledging and managing the loss of the counselling

relationship
Exploring post-counselling options with clients
Phase 3: The Ending

1. Discuss and manage the loss of the counselling
relationship, as required
Reinforce what has been achieved
Resources:
1. Unit 4, Book of Readings - Volume 1.
Tip: Revise Reading 4.2 (Part 4) and read Readings 4.7 & 4.8 before starting this
section. This will assist you in completing the following activities.
ACTIVITY 1
Discuss and manage the loss of the counselling
relationship
The end phase of the counselling process can be at once a
liberating and disconcerting experience for both client and
Reading 4.2 counsellor alike. A multitude of emotions including a sense of loss,
(Part 4) fear, anger or guilt may emerge as a response to the ending of
the client-counsellor relationship. One of the final tasks of the
counsellor is to assist the client in working through these
sometimes intense, emotional reactions.
1.1 List one (1) thing a counsellor could do to assist a client in

working through their feelings of sadness in the end phase
of counselling?
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Unit 4 - Facilitate the counselling process

48
1.2 What can a counsellor do to assist a client in working

through their feelings of fear in the end phase of

counselling?
ACTIVITY 2
2. Scissons (1993 – Reading 4.7), lists eight (8) things that you
can do to help the ending phase of the counselling process
run more smoothly. Briefly describe those eight things
below.
Reading 4.7
1.
2.
3.
4.
5.
49
6.
50
7.
8.
ACTIVITY 3
Appropriate referral
At times counselling may reveal that more intensive work is

required or a specific specialist is needed for the client to
continue to work through their concerns. At these times it is
Reading 4.8 important to provide your client with information about the
relevant services that are available to them.
3. Imagine that in your final session with a client, you provide

them with information about the additional services that
are relevant and available to them, should you call them
following the final session to make sure they have followed
up? Justify your answer.
51

52
ACTIVITY 4
Putting it all together
Case study:
Jenny is a 32 year old woman with three young children. Her
partner, Doug, is in the Defence Force and has been away on
service for the last four months. Jenny is finding it increasingly
difficult to cope with the children on her own. She has come to
counselling to try and get some help with managing her time,
her children and her moods (she feels sad and exhausted).
4.1From the information in the case study above, answer the

questions below.
Beginning Phase
a) List four (4) points you would discuss with Jenny as part of
the counselling contract?
1.
2.
3.
4.
53
Beginning Phase
b) List two (2) ways in which you would start to build rapport
with Jenny?
1.
2.
c) List one (1) way in which you could identify which concern
or complaint was most pressing for Jenny?

d) Write three (3) examples of goals you may set with Jenny?

54
4.2 Imagine that you have finished the beginning phase of

counselling with Jenny. Answer the questions below in
regard to the middle phase of counselling.
Middle Phase
a) List three (3) communication skills you could use to help
Jenny explore her feelings in more depth?
1.
2.
3.
b) List two (2) things you could do to ensure that Jenny can
repeat what she is learning in the counselling room in
situations of her everyday life?
1.
2.
55
4.3 You have moved through the middle phase of counselling

with Jenny and are thinking about ending the counselling
process with her. Answer the questions below in regard to
the end phase of counselling.
End Phase
a) List one (1) way in which you may decide when Jenny no
longer needs the support of a counsellor?

b) Jenny says she feels sad about not being able to see you
anymore. List two (2) things you could do to address this?
1.
2.
56
Summary:
This section highlighted some of the issues that may surface in
the end phase of counselling. The end phase is a time for
reviewing the work that has been done and ensuring that your
client’s concerns have been addressed. Some clients may require
further work with specialist practitioners or more time with you to
work on other issues of concern. Whatever the decision,
counsellors need to be aware that the end phase of counselling
can be an emotional experience for many clients. Any feelings
associated with the loss of the counselling relationship need to be
addressed with compassion and support.
Important Note: Whilst we take care to ensure that all

received workbooks and assessment items are kept
secure, we strongly recommend taking a photocopy of
your work for your own records. Postage difficulties or
unforeseen circumstances (although unlikely) may
require you to resubmit an item of assessment. Thank you.
Declaration of Authenticity
I, hereby declare that all of the work completed
within this workbook is my own.
Signed: Date:
57
ASSESSOR’S COMMENTS FOR UNIT 4 – SECTION 4

C / NYC
FINAL ASSESSOR'S COMMENTS FOR OVERALL WORKBOOK

To be completed by The Australian Institute of Professional Counsellors to
provide constructive feedback on the assessment of this whole workbook.
..
C / NYC
.
58
59
Practical Component
Practical Component
Prerequisites:
You will need to have completed the workbooks for Units 1 and 2
and have them assessed as competent before being able to
complete this practical component.
Topics covered in this Practical Component:

 the use of open and closed questioning skills to gain
additional information
 the use of active listening skills and client feedback to
encourage or bring closure to discussion
 reflecting the feelings and emotions of the client as a
means of clarifying their feelings and behaviour.
 the use of observation skills to understand client conflict,
incongruities and discrepancies
Process:
You can complete the practical component by either:
(a) attending a one day seminar
(b) videotaping your skills, or
(c) having a Private Assessor assess your skills.
Option (a): One day Seminar

If you wish to complete the practical component by personally
attending the one day seminar, you will need to refer to the
seminar timetable for when Communication Skills I is next
scheduled in your area. You can book by phoning your local
Student Support Centre.
Option (b): Videotaping your Skills

If you are unable to attend the one day seminar due to personal,
family or work commitments, and you wish to complete the
practical component by videotaping your skills, there are specific
guidelines that you will need to follow. You need to firstly apply to
complete this practical component by “Alternative Assessment” by
completing the Application Form. You would have received a copy
of this form in your initial pack. Upon returning this form to your
local Student Support Centre, you will be provided with complete
and easy to follow details and instructions regarding how to
complete your practical component by this option.
If you need further assistance, please contact your local Student

Support Centre.
Option (c): Having a Private Assessor Assess your Skills

If you are unable to attend the one day seminar due to distance,
disability or work or family commitments, and you wish to complete
the practical component by having a Private Assessor assess your
skills, there are specific guidelines that you will need to follow.
60
Notes
You need to firstly apply to complete this practical component by
“Alternative Assessment” by completing the Application Form. You
would have received a copy of this form in your initial pack. Upon
returning this form to your local Student Support Centre, you will be
provided with detailed information regarding how to complete your
practical component by this option. You will also be provided with
details of the closest Private Assessor to you.
If you need further assistance, please contact your local Student

Support Centre.
61
Glossary
The following definitions have been provided to assist you in your
understanding of some of the new terminology you will encounter
in your readings and workbook for this unit. Please note that these
definitions are not to be considered as all encompassing.
The following definitions have been provided to assist you in your

understanding of some of the new terminology you may encounter
in your readings and workbook for this unit. Please note that these
definitions are not to be considered as all encompassing.
The agreement between client and counsellor. It may

include information such as:
Counselling Contract  Client rights and confidentiality
 Length and frequency of sessions
 Date of first counselling review
 Client goals
Strategies and techniques designed to initiate change

Intervention Strategies
in the client. Note: Various intervention strategies will
be covered in Units 8 – 12 of the Diploma.
The process of providing sufficient information to

Referral
clients about other relevant support services so that
they may follow up on that information, if they wish to.
Therapeutic Alliance The collaborative partnership between client and

counsellor.
62
Notes
Type any additional Notes/Comments here
63
ASSESSMENT SUMMARY TABLE

This Page Will be Completed by the Assessor When Your Submission is Returned
to You
Section First Re-Submission Activities and questions that

Number Submission need to be resubmitted
.
Section C NYC C NYC

1:
.
Section C NYC C NYC

2:
.
Section C NYC C NYC

3:
.
Section
.
C NYC C NYC
4:
.
Section C NYC C NYC

5:
.
Section C NYC C NYC

6:
..
Section C NYC C NYC

7:
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What You Need to do if you are NYC
WHAT YOU NEED TO DO IF YOU ARE

NOT YET COMPETENT .
If you have been marked Not Yet Competent (NYC) this means that you have
not yet met all the requirements for this Unit. This may be because you have
not given enough detail when answering all the questions, you may have left
out a question or you may have answered some questions incorrectly. .
Being NYC does not mean that you have to redo the whole unit. You simply
need to resubmit the questions that the marker has asked you to as outlined
in the Assessment Summary on the previous page. On this page the marker
will have identified exactly which questions you need to resubmit. This page
is not designed to give you feedback; it is simply to provide you with clear
guidelines as to what you need to resubmit. .
In your workbook, the marker will have given you feedback regarding the
question(s) you need to resubmit. Feedback may be given in the Comments
beside the question you need to resubmit and/or in the Assessor’s Comments
.
Box at the end of each section. .
Please do not change your original answers in your workbook. Your marker
will need to look at your original answer and your resubmitted answer. To
make a resubmission, enter your answers into the Entry Boxes on the
following three pages. A new Entry Box begins on each page so you can
choose how to layout your answers.
The most important thing is that you clearly identify the Section Number, Activity Number,
Question Number and Page Number before each answer. .
Space is provided for two resubmissions only. If your assessor does not mark
your work as Competent by the second resubmission, then they will contact
.
you to arrange any future work required for this unit.
Don’t forget that if you have any difficulties:
Ring the Study Assistance Line on 1300 139 239
65
Resubmission
RESUBMISSION PAGE 1
The following Entry Box is for students to complete any activities that require resubmission. .
Enter Your Resubmitted Answers Here:

66
Resubmission
RESUBMISSION PAGE 2
The following Entry Box is for students to complete any activities that require resubmission.

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Resubmission
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RESUBMISSION PAGE 5
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70
Resubmission
ASSESSOR'S COMMENTS – FIRST RESUBMISSION

..
..
C / NYC
ASSESSOR'S COMMENTS – SECOND RESUBMISSION

..
C / NYC
NOTE: If the student is not assessed as competent in the second resubmission, the
assessor needs to contact the student to arrange future resubmissions.
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71
Australian Counselling Association

Code of Conduct
Introduction
1. The Australian Counselling Association (“the ACA”) has been
established to;
(a) To provide an industry based Association for persons

engaged in counsellor education and practice.
(b) To monitor, maintain, set and improve professional

standards in counsellor education and practice.
(c) To be a self-regulatory body to provide for registration of

members and to provide a mechanism for dealing with
complaints about members.
(d) To liaise with Government for the benefit of members

and the public.
2. Membership of the ACA commits members to adhere to the ACA

Code of Conduct. The Code of Conduct applies to counsellors
work related activities. It includes the clinical or counselling
practice as well as research, teaching, supervision of trainees
and other activities that relate to the overall general training
and employment of the counselling profession.
3. The Code of Conduct is intended to provide standards of

professional conduct that can be applied by the ACA and by
other bodies that choose to adopt them in Australia. Depending
upon the circumstances compliance or non-compliance with the
Code of Conduct may be admissible in some legal proceedings.
Code of Ethics
1. Code of Ethics
The helping relationship constitutes the effective and
appropriate use of helper’s skills that are for the benefit and
safety of the client in his or her circumstances.
Therefore as members (regardless of level) of the Australian

Counselling Association we will:
 Offer a non-judgemental professional service, free from
discrimination, honouring the
individuality of the client.
 Establish the helping relationship in order to maintain the
integrity and empowerment of the client without offering
advice.
 Be committed to ongoing personal and professional
development.
 Ensure client understanding of the purpose, process and
boundaries of the counselling relationship.
72
ACA’s Code of Conduct
 Offer a promise of confidentiality and explain the limits of

duty of care.
 For the purpose of advocacy, receive written permission
from the client before divulging any information or
contacting other parties.
 Endeavour to make suitable referral where competent
service can not be provided.
 Undertake regular supervision and debriefing to develop
skills, monitor performance and sustain professional
accountability.
 Be responsive to the needs of peers and provide a
supportive environment for their professional development.
 Not act as or practice legal council on behalf of or to a
client when practicing as a counsellor or act as an agent for
a client.
 Not initiate, develop* or pursue a relationship be it sexual
or nonsexual with past or current clients, within 2 years of
the last counselling session.
 Be responsible for your own updating and continued
knowledge of theories, ethics and practices through
journals, the association and other relevant bodies.
 Be committed to the above code of ethics and recognise
that procedures for withdrawal of membership will be
implemented for breaches.
2. Code of Practice
Introduction
This code applies these values and ethical principles outlined

above to more specific situations which may arise in the practice of
counselling. No clause or section should be read in isolation from
the rest of the Code.
2.1 Issues of Responsibility
2.1.1 The counsellor-client relationship is the foremost ethical

concern. However, counselling does not exist in social
isolation. Counsellors may need to consider other sources of
ethical responsibility. The headings in this section are
intended to draw attention to some of these.
2.1.2 Counsellors take responsibility for clinical/therapeutic

decisions in their work with clients.
2.1.3 Responsibility to the client
Client Safety
2.1.3.1 Counsellors must take all reasonable steps to ensure

that the client does not suffer physical, emotional or
psychological harm during counselling sessions.
2.1.3.2 Counsellors must not exploit their clients

financially, sexually, emotionally, or in any other way.
73
Suggesting or engaging in sexual activity with a client is

unethical.
2.1.3.3 Counsellors must provide privacy for

counselling sessions. The sessions should not be overheard,
recorded or observed by anyone other than the counsellor
without informed consent from the client. Normally any
recording would be discussed as part of the contract. Care
must be taken that sessions are not interrupted.
Client Self-determination
2.1.3.4 In counselling the balance of power is unequal

and counsellors must take care not to abuse their power.
2.1.3.5 Counsellors do not normally act on behalf of

their clients. If they do, it will be only at the express request
of the client, or else in exceptional circumstances.
2.1.3.6 Counsellors do not normally give advice.
2.1.3.7 Counsellors have a responsibility to establish

with clients at the outset of counselling the existence of any
other therapeutic or helping relationships in which the client
is involved and to consider whether counselling is
appropriate. Counsellors should gain the client’s permission
before conferring in any way with other professional workers.
Breaks and Endings
2.1.3.8 Counsellors work with clients to reach a recognised

ending when clients have received the help they sought or
when it is apparent that counselling is no longer helping or
when clients wish to end.
2.1.3.9 External circumstances may lead to endings for other

reasons which are not therapeutic. Counsellors must make
arrangements for care to be taken of the immediate needs of
clients in the event of any sudden and unforeseen endings
by the counsellor or breaks to the counselling relationship.
2.1.3.10 Counsellors should take care to prepare their clients

appropriately for any planned breaks from counselling. They
should take any necessary steps to ensure the well being of
their clients during such breaks.
2.1.4 Responsibility to other Counsellors
2.1.4.1 Counsellors must not conduct themselves in their

counselling-related activities in ways which undermine public
confidence either in their role as a counsellor or in the work
of other counsellors.
2.1.4.2 A counsellor who suspects misconduct by another

counsellor which cannot be resolved or remedied after
discussion with the counsellor concerned, should implement
74
the Complaints Procedure, doing so without breaches of

confidentiality other than those necessary for investigating
the complaint.
2.1.5 Responsibility to Colleagues and Others
2.1.5.1 Counsellors are accountable for their services to

colleagues, employers and funding bodies as appropriate. At
the same time they must respect the privacy, needs and
autonomy of the client as well as the contract of
confidentiality agreed with the client.
2.1.5.2 No-one should be led to believe that a service is being

offered by the counsellor which is not in fact being offered,
as this may deprive the client of the offer of such a service
elsewhere.
2.1.5.3 Counsellors must play a demonstrable part in

exploring and resolving conflicts of interest between
themselves and their employers or agencies, especially
where this affects the ethical delivery of counselling to
clients.
2.1.6 Responsibility to the Wider Community Law
2.1.6.1 Counsellors must take all reasonable steps to be

aware of current law as it applies to their counselling
practice.
2.1.7 Resolving Conflicts Between Ethical Priorities
2.1.7.1 Counsellors may find themselves caught between

conflicting ethical principles, which could involve issues of
public interest. In these circumstances, they are urged to
consider the particular situation in which they find
themselves and to discuss the situation with their
counselling supervisor and/or other experienced counsellors.
Even after conscientious consideration of the salient issues,
some ethical dilemmas cannot be resolved easily or wholly
satisfactorily.
2.2 Anti-Discriminatory Practice
Client Respect
2.2.1 Counsellors work with clients in ways that affirm both the
common humanity and the uniqueness of each individual.
They must be sensitive to the cultural context and worldview
of the client, for instance whether the individual, family or
the community is taken as central.
Client Autonomy
2.2.2 Counsellors are responsible for working in ways that respect

and promote the client’s ability to make decisions in the light
of his/her own beliefs, values and context.
75
Counsellor Awareness
2.2.3 Counsellors are responsible for ensuring that any problems

with mutual comprehension due to language, cultural
differences or for any other reason are addressed at an early
stage. The use of an interpreter needs to be carefully
considered at the outset of counselling.
2.2.4 Counsellors have a responsibility to consider and address

their own prejudices and stereotyping attitudes and
behaviour and particularly to consider ways in which these
may be affecting the counselling relationship and influencing
their responses.
2.3 Confidentiality
2.3.1 Confidentiality is a means of providing the client with safety

and privacy and thus protects client autonomy. For this
reason any limitation of the degree of confidentiality is likely
to diminish the effectiveness of counselling.
2.3.2 The counselling contract will include any agreement about

the level and limits of confidentiality offered. This agreement
can be reviewed and changed by negotiation between
counsellor and client. Agreements about confidentiality
continue after the client’s death unless there are overriding
legal or ethical considerations.
2.3.3 Settings
2.3.3.1 Counsellors must ensure that they have taken all

reasonable steps to inform the client of any limitations to
confidentiality that arise within the setting of the counselling
work, e.g. updating doctors in primary care, team case
discussion in agencies. These are made explicit through clear
contracting.
2.3.3.2 Many settings place additional specific limitations on

confidentiality. Counsellors considering working in these
settings must think about the impact of such limitations on
their practice and decide whether or not to work in such
settings.
2.3.4 Exceptional Circumstances
2.3.4.1 Exceptional circumstances may arise which give the

counsellor good grounds for believing that serious harm may
occur to the client or to other people. In such circumstances
the client’s consent to change in the agreement about
confidentiality should be sought whenever possible unless
there are also good grounds for believing the client is no
longer willing or able to take responsibility for his/her
actions. Normally, the decision to break confidentiality
should be discussed with the client and should be made only
76
after consultation with the counselling supervisor of if he/she

is not available, an experienced counsellor.
2.3.4.2 Any disclosure of confidential information should be

restricted to relevant information, conveyed only to
appropriate people and for appropriate reasons likely to
alleviate the exceptional circumstances. The ethical
considerations include achieving a balance between acting in
the best interests of the client and the counsellor’s
responsibilities to the wider community.
2.3.4.3 Counsellors hold different views about the grounds for

breaking confidentiality, such as potential self-harm, suicide,
and harm to others. Counsellors must consider their own
views, as they will affect their practice and communicate
them to clients and significant others e.g. supervisor,
agency.
2.3.5 Management and Confidentiality
2.3.5.1 Counsellors should ensure that records of the client’s

identity are kept separately from any case notes.
2.3.5.2 Arrangements must be made for the safe disposal of

client records, especially in the event of the counsellor’s
incapacity or death.
2.3.5.3 Care must be taken to ensure that personally

identifiable information is not transmitted through
overlapping networks of confidential relationships.
2.3.5.4 When case material is used for case studies, reports

or publications the client’s informed consent must be
obtained wherever possible and their identity must be
effectively disguised.
2.3.5.5 Any discussion about their counselling work

between the counsellor and others should be purposeful and
not trivialising.
2.3.5.6 Counsellors must pay particular attention to

protecting the identity of clients.
2.4 Contracts
2.4.1 Advertising and Public Statements
2.4.1.1 Counsellors who hold accredited qualifications and

who are members of recognised bodies are encouraged to
mention this.
2.4.1.2 All advertising and public statements should be

accurate in every particular.
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2.4.1.3 Counsellors should not display an affiliation with an

organisation in a manner which falsely implies sponsorship
or validation by that organisation.
2.4.2 Pre-Counselling Information
2.4.2.1 Any publicity material and all written and oral

information should reflect accurately the nature of the
service on offer, and the relevant counselling training,
qualifications and experience of the counsellor.
2.4.2.2 Counsellors should take all reasonable steps to

honour undertakings made in their pre-counselling
information.
2.4.3 Contracting with Clients
2.4.3.1 Counsellors are responsible for reaching agreement

with their clients about the terms on which counselling is
being offered, including availability, the degree of
confidentiality offered, arrangements for the payment of any
fees, cancelled appointments and other significant matters.
The communication of essential terms and any negotiations
should be concluded by having reached a clear agreement
before the client incurs any commitment or liability of any
kind.
2.4.3.2 The counsellor has a responsibility to ensure that the

client is given a free choice whether or not to participate in
counselling. Reasonable steps should be taken in the course
of the counselling relationship to ensure that the client is
given an opportunity to review the counselling.
2.4.3.3 Counsellors must avoid conflicts of interest wherever

possible. Any conflicts of interest that do occur must be
discussed in counselling supervision and where appropriate
with the client.
2.4.3.4 Records of appointments should be kept and clients

should be made aware of this. If records of counselling
sessions are kept, clients should also be made aware of this.
At the client’s request information should be given about
access to these records, their availability to other people,
and the degree of security with which they are kept.
2.4.3.5 Counsellors must be aware that computer-based

records are subject to statutory regulations. It is the
counsellor’s responsibility to be aware of any changes the
government may introduce in the regulation concerning the
client’s right of access to his/her records.
2.4.3.6 Counsellors are responsible for addressing any client

dissatisfaction with the counselling.
2.5 Boundaries
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With Clients
2.5.1 Counsellors are responsible for setting and monitoring

boundaries throughout the counselling sessions and will
make explicit to clients that counselling is a formal and
contracted relationship and nothing else.
2.5.2 The counselling relationship must not be concurrent with a

supervisory or training relationship.
With Former Clients
2.5.3 Counsellors remain accountable for relationships with former

clients and must exercise caution over entering into
friendships, business relationships, training, supervising and
other counselling relationships. Any changes in relationships
must be discussed in counselling supervision. The decision
about any change(s) in relationships with former clients
should take into account whether the issues and power
dynamics presented during the counselling relationship have
been resolved.
2.5.4 Counsellors are prohibited from sexual activity with all

current and former clients for a minimus of two years from
cessation of counselling.
2.6 Competence
2.6.1 Counsellor Competence and Education
2.6.1.1 Counsellors must have achieved a level of

competence before commencing counselling and must
maintain continuing professional development as well as
regular and ongoing supervision.
2.6.1.2 Counsellors must actively monitor their own

competence through counselling supervision and be willing
to consider any views expressed by their clients and by other
counsellors.
2.6.1.3 Counsellors will monitor their functioning and will not

counsel when their functioning is impaired by alcohol or
drugs. In situations of personal or emotional difficulty, or
illness, counsellors will monitor the point at which they are
no longer competent to practice and take action accordingly.
2.6.1.4 Competence includes being able to recognise when it

is appropriate to refer a client elsewhere.
2.6.1.5 Counsellors should take reasonable steps to seek out

peer supervision to evaluate their efficiency as counsellors
from time to time.
2.6.1.6 Counsellors must recognise the need for continuing

education in their chosen profession to maintain a
professional level of awareness of current scientific and
79
professional information and education in their particular

fields of activity.
2.6.1.7 Counsellors should take steps to maintain their level

of competence in the skills they use, be open to new
procedures and keep up to date with all dangers that are
relevant to their area of expertise.
2.6.1.8 Counsellors are responsible for ensuring that their

relationships with clients are not unduly influenced by their
own emotional needs.
2.6.1.9 Counsellors must consider the need for professional

indemnity insurance and when appropriate take out and
maintain adequate cover.
2.6.1.10 When uncertain as to whether a particular situation or

course of action may be in violation of the Code of Ethics
and Practice, counsellors must consult with their counselling
supervisor and /or other experienced practitioners.
Definition: A client: a person or persons who agrees to be

counselled or is being counselled by a person who has
represented themselves to be a qualified counsellor,
regardless of place, time or payment of fees.
Equal Opportunities Policy Statement
The ‘Australian Counselling Association’ (ACA) is committed to

promoting Equality of Opportunity of access and participation for
all its members in all of its structures and their workings. ACA has
due regard for those groups of people with identifiable
characteristics which can lead to visible and invisible barriers thus
inhibiting their joining and full participation in ACA. Barriers can
include age, colour, creed, culture, disability, education, ‘ethnicity’,
gender, information, knowledge, mobility, money, nationality, race,
religion, sexual orientation, social class and status.
The work of ACA aims to reflect this commitment in all areas

including services to members, employer responsibilities, the
recruitment of and working with volunteers, setting, assessing,
monitoring and evaluating standards and the implementation of
the complaints procedures. This is particularly important as ACA is
the “Voice of Counselling” in Australia.
ACA will promote and encourage commitment to Equality of

Opportunity by its members.
The Australian Counselling Association’s Code of Conduct was reprinted with the kind
permission of:
The Australian Counselling Association
Ph: 1300 784 333
Email: aca@theaca.net.au
Web: www.theaca.net.au
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Counselling Skills

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Student Name:

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For office use only

Unit Topic: The Counselling Process

Published by: J & S Garrett Pty Ltd

All Case Histories in this text are presented as examples only

Australian Institute of Professional Counsellors

This book is copyright protected under the Berne Convention.

Australian Institute of Professional Counsellors

This book is protected by copyright and may not be reproduced or copied

About the Icons........................................................................................................................................................12

Section 1: The Counselling Process 15

Section 2: The Beginning Phase..................................................................................................21

Section 3: The Middle Phase.............................................................................................................31

Section 4: The Ending Phase............................................................................................................41

 Corey, G. C. (1996). Theory and practice of counselling and psychotherapy

Should you need more space to complete activities, please attach

Where we have provided a guide as to how many words we would

The completed Workbook and any additional assignments etc.,

Address: The Australian Institute of Professional Counsellors

Thank you for choosing to study with The Australian Institute of

Element Performance Criteria

DPC4C/01. 1.1Clients are encouraged to

DPC4C/02. 2.1 Communicate presenting issues

DPC4C/03. 3.1Recognise and acknowledge client

DPC4C/04. 4.1 Clients are encouraged to express

DPC4C/05. 5.1 Plan and contract the conclusion of

Critical aspects of evidence:

Underpinning knowledge may include:

Underpinning skills may include:

About the Icons

discuss with friend,

field excursion video

reading written assignment

research project tip

Section 2: The beginning phase

In addition, the establishment of client goals occurs in the

Section 3: The middle phase

The middle phase is the exploration and change phase and as

Section 4: The end phase

In this section we invite you to reflect on ways in which

The Counselling Process

Phase 1: The Beginning

Phase 2: The Middle

Counselling Progress has

Phase 3: The Ending

Figure 1: The Counselling Process

To complete this section you will need the following resources:

Identify the phase at which each of the following should

a. Exploring options for more specific forms of help B

b. Identifying recurring patterns B

c. Establishing how long the sessions will be B

e. Reaffirming what has been achieved

g. Exploring strong feelings B

h. Exploring relevant underlying issues

b) The middle phase

ASSESSOR’S COMMENTS FOR UNIT 4 - SECTION 1

THE BEGINNING PHASE

The Beginning Phase

- Establishing a counselling contract

Phase 1: The Beginning

CONTRACTING WITH THE CLIENT