00000cam a22000003i 4500 UP-1685594773861559082 Buklod 20080329092446.0 j|||||||||||||| | ta 170215s1994 xx r |||1 u|eng d 0803989431 (iLib)UPBAG-00002409642 DLC BAG rda eng BF 637 C6 D78 Dryden, Windy author. Developing counsellor training Windy Dryden and Colin Feltham. London Sage Publications Ltd ©1994. vii, 150 pages 23 cm text rdacontent unmediated rdamedia volume rdacarrier Counselling in action Includes bibliographical references (pages [145]-147) and index. Introduction -- Improvements in the organization of training courses -- Clarify and communicate the course rationale and aims and ensure there are sufficient resources and support to carry these through -- Decide and implement clear entry requirements and interview procedures, in combination with clear information for candidates on the course itself -- Decide on and implement a clear, fair and professional means of assessment of trainees from the outset and ensure that trainees know the criteria involved -- Ensure that the physical learning environment and administrative systems and personnel enhance rather than impede training -- Discuss and explore any implications of the BAC Codes of Ethics and Practice for Trainers and for Counsellors -- Improvements in Training Methods -- Acknowledge and respond to the learning needs of adult trainees -- Use a variety of methods of presenting theoretical material, including lectures, discussion, exercises, handouts and audio-visual aids -- Encourage trainees to take responsibility for their own learning -- Formally and informally invite feedback from trainees and colleagues on your training methods and style -- Improvements in skills training -- Devise and implement a coherent programme of counselling skills training, based on a clear rationale for the use of these skills and allowing ample opportunities for them to be practised -- Ensure that trainees understand each specific skill and learn when and when not to use it -- Demonstrate the use of counselling skills, including examples of good and bad practice by tutors and/or audio-visual materials -- Offer feedback that is informed, timely and encouraging, and ensure that trainees integrate this feedback into subsequent practice -- Arrange for effective assessment of each trainee's competency in the use of skills -- Improvements in delivery of theory -- Decide on and represent the core theoretical model comprehensively and encourage students to consider it critically in the light of competing theories and emerging professional developments -- Reflect the philosophy of the core model as far as possible throughout the course -- Ensure that trainees are exposed to relevant theoretical principles of the core model and other models, as well as other salient counselling issues -- Encourage trainees to reflect on the specific needs of client groups, their particular problems and interventions of choice -- Improvements in trainees' personal development work -- Encourage trainees to gain experience in personal development work, including the purposeful use of their own personal counselling -- Initiate a purposeful personal development programme within the course and consider the issues involved -- Encourage trainees to use examples of their own personal concerns in skills training -- Initiate individual projects which require trainees to experiment on themselves with particular techniques, self-help material and other tasks -- Improvements in trainees' supervised work with clients -- Specify requirements for trainees undertaking counselling placements, including the need for trainees to see clients who reflect their own experience level -- Establish helpful communication and feedback systems with organizations offering placements -- Ensure that an adequate level and quality of training supervision is provided either within or outside the course and that it forms an integral part of assessment procedures -- Improvements in interpersonal dynamics -- Establish and maintain a respectful but challenging climate for interpersonal learning -- Organize regular community meetings -- Deal with any personal conflicts that emerge between trainees themselves and/or between trainees and tutors and, where helpful, explicitly refer to such dynamics and help trainees to learn from them -- Improvements in trainers' self-care and working relationships -- Take care of your own psychological and physical health needs and personal welfare generally -- Establish and maintain good working and supportive relationships with co-tutors and other course personnel. Counseling Study and teaching. Counsellors Training of. Feltham, Colin 1950- author. FO UPBAG UPBAG-MAIN BF 637 C6 D78 Book