The Importance Of Counselling Practice

In counselling practice, to effect change specific counselling models are employed; these models are informed through counselling modalities like person centred therapy, cognitive behaviour therapy, narrative therapy and so forth (Mcleod, 2007). The fifth learning goal was set to effectively use the theoretical knowledge of counselling models to facilitate the counselling practice. The activities stipulated in the group leader’s manual were based on cognitive behaviour therapy (CBT); as the activities educated the participants on how thoughts, feelings, emotions and behaviour were interconnected. Facilitating these group sessions involved applying the conceptual knowledge of CBT. Various mindfulness exercises like meditation, breathing exercises

The seventh learning goal set, encourages integrating this feedback into practice. Campbell (2011) states that the two variables which influence a successful supervision experience are the level of supervisory commitment to the role and to supervisees’ development and growth. During my placement tenure, the influence of these variables have been positive; as both my clinical and administrative supervisors were professionals in their own field who shared their expert knowledge to provide positive enquiry based feedback. The evidence of this expertise is documented in my supervisory journals, in which feedback received every week is integrated to improve the practice next week. (R, Parthasarathy, Clinical Supervision Journal, December 18, 2015). It is also the influence of my supervisor’s interest in my development and growth that has enabled me to hone my self-reflection and observation skills. There is also specific evidence of integrating supervisor feedback of “taking a step back” to approach a resistance client in week 6 of my placement practice (R, Parthasarathy, Clinical Supervision Journal, October 12, 2015; R, Parthasarathy, Client Journal, October 19, 2015). I intend to continue working on this learning goal throughout the duration of my placement, as supervision provided me the necessary support to navigate

The limited experience in dealing with real life clients, the inert need to be liked and the fear of making mistakes is what hinders the ability of new counsellors to maintain professionalism (Wosket, 1999). The ninth learning goal set, is to monitor my ability in maintaining professional boundaries and remaining congruent when running group sessions. According to Carl Rogers (1980) congruence is the ability of the counsellor to match the outward responses to the client to the inward feelings of the counsellor (as cited in Bryant-Jeffries, 2005). To the best of my ability I have worked towards to this learning goal, even though it was challenging at times. This feeling of being challenged, is evident in my journal notes written to introspect on the organisational influences at the start of my placement term and also when dealing with a resistant client (R, Parthasarathy, Organisational Journal, September 21, 2015; R, Parthasarathy, Client Journal, September 21, 2015). The exercise of engaging in self-reflection, integrating supervisor feedback, reading articles on self-development and my willingness to remain open are the factors which helped me in managing these challenges and remaining congruent. In spite of facing these challenges, I have ensured that I remained within my professional boundaries, which indicates that I am on