Counselling Studies QLS Level 4

• Aims of CBT
• Basic cognitive principles
• The triadic structure of CBT
• The therapeutic relationship
• CBT Delivery
• CBT Assessment
• Core skills

• Describing problems
• Past history
• Formulation
• Measurement
• The Socratic Method
• The client as therapist
• Models of memory

• Behaviour experiments
• Discussion about methods
• Planned behavioural experiments
• Physical Techniques

• Depression
• Therapeutic considerations
• Suicidal thoughts
• Anxiety
• Obsessive compulsive disorder (OCD)
• Post-traumatic stress disorder (PTSD)
• Panic disorder
• Phobias

• Eating disorders
• Trauma
• Anger
• Psychosis
• Relationships
• Substance misuse
• Common core themes
• Alternative methods of delivery
• Group CBT
• Schemata
• Compassion-based CBT
• Mindfulness-based CBT
• Group work

• Why evaluate CBT?
• Using statistics
• Questionnaires
• Evaluation of services
• Supervision

• Exploring substance misuse
• Review of counselling skills and theory
• Psychodynamic approach
• Behavioural and cognitive approach
• Humanist approach
• What is dependence?
• Theory specific to substance dependence
• The counselling relationship: ethical considerations

• Classification and effects of psychoactive drugs
• Some background physiology
• Working with substance misusers
• Assessment and approach
• Basic assessment criteria
• Initial session suggestions

• Introduction and discussion
• Models and approaches
• Pathological components of alcohol misuse
• Working with people who have alcohol related problems
• The twelve-step approach
• Specific issues
• Counselling tools
• Challenges
• Alcoholism

• Theoretical perspectives
• Pavlov and Skinner
• Behaviour and learning review
• Case formulation
• Analogies
• Modelling
• Role reversal
• Imagery
• Problem-solving skills
• Behavioural tasks
• Ending the CBT programme

• Theoretical perspectives
• Karl Jung
• Object relations and ego psychology
• The psychodynamic model in substance and abuse counselling contexts
• Brief psychodynamic therapy

• Rogers and the person-centred approach
• Maslow's hierarchy of needs
• The existentialist approach
• Case studies
• Discussion about the person-centred approach

• History of counselling
  
• Theories and theorists
  
• Jung
  
• Rogers
  
• Skinner
  
• Ellis
  
• Maslow

• Defining childhood
• Historical perspective of childhood
• Child development related to counselling
• Language
• Cognitive structure and input
• Vision
• Hearing
• Socialisation
• Attachment
• Bowlby's theory

• Approaches within cognitive behavioural therapy
• The ABC Model
• The triadic structure of CBT
• The Socratic method
• Counselling techniques
• Further cognitive strategies
• Organising sessions and programmes
• Reading emotional feelings in behaviour
• Behaviour and beliefs

• Background
• The inner self
• PCT process
• PCT application
• PCT and transference

• The child-counsellor relationship
• Ethics for counselling
• BACP ethical framework
• CPCAB model of service levels
• Legislation and consent

• The play therapy room
• Selecting media
• Imagination
• Setting up a practice

• Theoretical perspectives
• Development of counselling and psychotherapy
• Similarities and differences between counselling and psychotherapy
• Counselling and psychotherapy in context

• Building the client-therapist relationship
• Competency skills
• Communication
• Applications of skills
• Transference and counter transference
• Monitoring generic skills

• The psychodynamic approach
• Humanist/person-centred approach
• Personal awareness
• Experiential focusing
• Behavioural and cognitive approaches
• Using behavioural methods
• The systems model
• The psychosocial/life stage model

• Cognitive behavioural therapy (CBT)
• Assessments Strategies and Skills in CBT
• Relationship counselling
• Family counselling
• Bereavement counselling
• Addiction counselling

• Neuro-linguistic programming (NLP)
• Brief therapy
• Transactional analysis (TA)
• Gestalt therapy

• Business issues
• The therapy contract
• The psychotherapists responsibilities
• Health, safety and regulations
• Client assessment

This bundle is assessed through a series of written assignments, which are submitted to and marked by your tutor. There is no external examination required.

Once enrolled, you will have three years to complete this bundle, which will allow you to work at your own pace, without the pressure of tight deadlines. You will also receive 3 years of tutor support, so you can feel confident that you’ll get the help you need. This bundle will take you approximately 560 learning hours. Studying around your work and family commitments has never been easier.

You will study this course through distance learning, which will enable you to learn when and where you want. You can study from home or at work; it is completely up to you. All your materials will be posted or emailed to you online, whichever you choose. You will also receive our tutor support by email, so help is only a click away!

At the end of this course, successful learners will receive four Certificates of Achievement from the Quality License Scheme and a Learner Unit Summary (which lists the components the learner has completed as part of the course).

This bundle is approved by the ACCPH (Accredited Counsellors, Coaches, Psychotherapists, and Hypnotherapists), at the end of this course students will be able to join and become a member of the ACCPH. The ACCPH is an independent self-regulated professional body for counsellors, psychotherapists, and hypnotherapists.

What next?

There are several avenues you can go down once you have successfully completed this course. You could take a look at our other counselling courses, or you could further your education by studying a counselling degree at university. If you want to work in counselling using your Counselling Studies Level 4 qualification, here are just a few of the jobs you could explore (depending on your credentials):

• Mental health counsellor
• School counsellor
• Grief counsellor
• Marriage and family therapist
• Rehabilitation counsellor