Practice Guide For Counsellors in Training Feb 2012-2

IN COLLABORATION WITH
Postgraduate Diploma
In Psychosynthesis Counselling
Practice Guide for Counsellors in Training
Academic Year February 202
Table of Contents
G!ID"#I$"% &$ P#AC"'"$T% ( C#I$ICA# )&*+..................................................3
2 P#AC"'"$T PAP"*)&*+........................................................................................ 10
Sample letter for students to present to prospect!e placements
Clent Wor" Re#straton $orm
Arran#ements for Clent Wor"
Arran#ements for Counselln# Super!son
%lacement& Len#t' of Contract
%lacement Report
, C#I"$T PAP"*)&*+.................................................................................................. 1(
Sample& Counselln# Contract
Clent Contact Hours $orm
Case %resentaton ) $ront S'eet
Sesson Notes * Record S'eet
Case Re!e+ S'eet
Super!son $eed,ac" S'eet
Clncal %resentaton Records
-.ample& Wrtn# up a Transcrpt +t' %rocess Comments
Confdental Clent Consent $orm
Case)Stud/ Aut'orsaton $orm
- F""D.AC+ A$D A%%"%%'"$T PAP"*)&*+.........................................................01
$eed,ac" * Assessment $orm for Super!son
-nd of Semester Student -!aluaton ) Super!son
-.tra Super!son $orm
/ G"$"*A# G!ID"#I$"%............................................................................................... 30
Assessment 2udelnes 3 Crtera for Student %ractce Clents
2udelnes for %resentn# a Clent
2udelnes for Audo Tapn# Sessons +t' Clents
%ersonal Safet/ 2udelnes
2udelnes for 4ealn# +t' Sucdal Clents +t' 4etaled %s/c'atrc
%rocedure
Wor"n# +t' t'e Sucdal Clent
%lacements +t' t'e Counselln# Ser!ce at t'e Trust
Ot'er %lacement Opportuntes
0 ADD"$D!'.................................................................................................................. 51
2udelnes on C'an#es n Clncal Hours
0
Guidelines on Placements ( Clinical )or1
%lease note t'at t s a fundamental prncple n counselln# to reman n super!son. All
Counsellors n Trann# 'a!e a respons,lt/ to e!dence t'at t'e/ reman n fortn#'tl/
super!son from t'e ,e#nnn# of t'er course untl t'e/ are formall/ a+arded et'er at t'e end
of $e,ruar/ or t'e end of Septem,er. T's apples +'et'er or not t'e/ 'a!e clents and durn#
perods outsde of t'e academc /ear for e.ample o!er t'e summer or C'rstmas 'olda/s.
%lease refer to t'e Student Hand,oo" 6Append. A7 for t'e academc calendar.
*e2uirements for .eginning 3ith Practice Clients
6a7 8nless students 'a!e pre!ous e.perence and trann# n counselln# and
ps/c'ot'erap/9 :Counselln# S"lls; and a mnmum of s. :Applcatons of
%s/c'os/nt'ess; must ,e successfull/ completed.
6,7 %ermsson to start +t' clents s'ould ,e dscussed n super!son durn# t'e 1
st
semester of super!son.
6c7 Students must 'a!e completed a mnmum of <0 nd!dual sessons +t' a
%s/c'os/nt'ess #ude. Students can nclude t'erap/ 'ours from $4N and also 'ours
completed durn# t'e +nter or summer ,rea" f t'e/ pro#ress mmedatel/ from $4N to
CN21
6d7 Students are re=ured to pro!de e!dence to t'er Trann# Super!sor t'at t'e/ 'a!e
su,scr,ed to a :Treatment Rs" Sc'eme;>
6e7 Students must 'a!e read and a#reed to a,de ,/ t'e BAC% -t'cal $rame+or" for 2ood
%ractce n Counselln# and %s/c'ot'erap/ and 'a!e s#ned t'e a#reement form.
6f7 In "eepn# +t' t'e !ast ma?ort/ of placements and n order to ad'ere to BAC%
re=urements9 %-T Counsellors n Trann# do not rece!e mone/ from t'e clents.
6#7 Students 'a!e an o,l#aton under t'e BAC% -t'cal frame+or" for 2ood practce n
Counselln# and %s/c'ot'erap/ to dsclose to t'er clent t'at t'e/ are a counsellor n
trann#
6'7 Students are respons,le for fndn# a suta,le placement at a counselln# a#enc/. It s a
BAC% re=urement t'at students n trann# #an t'er clncal e.perence +t'n an
approprate placement a#enc/.
67 T'e fnal decson to allo+ students to commence clent +or" rests +t' t'e Trann#
Super!sor9 n consultaton +t' t'e student9 t'e Student Tutor and ot'er Traners9 as
approprate.
T'e decson +ll ,e ,ased on t'e follo+n# factors& )
1. Successful completon of all components of t'e $oundaton @ear.
0. 4emonstraton of ade=uate competenc/ n ,asc counselln# s"lls.
3. 4emonstraton of clear understandn# of t'e BAC% -t'cal $rame+or" for 2ood %ractce
n Counselln# and %s/c'ot'erap/
3
An/ decsons9 :@es;9 :No;9 :No for No+; and an/ recommendatons for furt'er +or" +ll ,e
communcated to t'e student ,/ t'er Super!sor.
> Students must arran#e nsurance ,efore appl/n# for permsson for t'er frst %s/c'os/nt'ess
practce clent. Alt'ou#' some placements ta"e out nsurance for all !olunteers +or"n# +t'
t'em9 students are stll re=ured ,/ t'e Trust to ta"e out t'er o+n nd!dual professonal
ndemnt/. @ou ma/ decde to ?on BAC% as an nd!dual mem,er n +'c' case /ou ma/ ta"e
out a polc/ t'rou#' BAC%. Ho+e!er t s poss,le to see" professonal nsurance +t' SA2 6t'e
BAC% afflated nsurance sc'eme7 as a non BAC% mem,er. SA2 telep'one no. 0113 01< <03B
Students must mantan nsurance t'rou#'out t'e remander of t'er tme n trann#9 and +ll ,e
as"ed to present nsurance documents to t'er super!sor durn# CN2130.
Guidelines on Placements
What is A Placement?
A placement s an opportunt/ to +or" onste alon#sde an e.perenced counsellor 6or
ps/c'ot'erapst7 n an approprate clncal settn#9 e.#. counselln# ser!ce9 'ealt' centre9 2%
%ractce9 8n!erst/ or colle#e9 ,usness or pastoral settn# etc.
Assessment of Clients
As for all students9 t'e Trust re=ures a proper procedure for assessment of potental clents to
ensure t'at students are offered clents approprate to t'er s"lls9 le!el of trann# and
e.perence. Wt' re#ard to placements9 t's ma/ 'appen n t+o +a/s&
Ideall/ and usuall/ t'e placement +ll consder t'e a,o!e factors and pro!de approprate clent
assessment. T'e =ualfed practtoner emplo/ed n t'e placement settn# usuall/ does t's. If
t's s not poss,le for an/ reason9 students on placement must ,e aut'orsed ,/ t'e placement
to appl/ t'e Trust;s assessment procedures to t'er placement clents .e. to present clents for
assessment n super!son n t'e usual +a/.
Finding a Placement
Students are respons,le for fndn# and settn# up t'er o+n placements. T'e personal contact
and effort n!ested n don# t's 'elps ensure commtment on ,ot' sdes9 'ence ma"n# t +or".
Students are encoura#ed to e.plore t'er local area for counselln# centres9 outpatent
departments9 2%s +t' a practce counsellor9 educatonal settn#s9 AIN49 da/ centres9 support
centres9 c'urc'es and ot'er rel#ous centres9 +elfare offces9 socal +or" departments9 etc.
Students s'ould also refer to t'e BAC% ?ournal :T'erap/ Toda/; n t'e l,rar/. T'e ?ournal 'as a
:Notce,oard; secton9 +'c' lsts a#ences offern# placements to counsellors n trann#.
A resource lst s pro!ded n Secton 5 lstn# poss,le placements "no+n to t'e Trust9 alon#
+t' a standard ntroductor/ letter for students to present to prospect!e placements 6Secton 07.
Establishing the Suitability of a Placement
T'e student ma"es ntal contact and en=ures and presents nformaton re#ardn# t'e
placement to t'er Super!sor and super!son #roup. T'e follo+n# nformaton s'ould ,e
presented&
4etals and terms of t'e placement settn#C 1 /ear f.ed contract3open ended etc.
Assessment procedures and ,/ +'om9 +t' ,ref and rele!ant detals of t'er
professonal ,ac"#round9 =ualfcaton and e.perence.
<
W'et'er or not t'e placement offers super!son and of +'c' t/pe 6#roup9 nd!dual9
ps/c'od/namc9 person)centred etc7 and 'o+ oftenD
Ho+ man/ clents do t'e/ ntend to offer and on +'at ,assD
T'e a,o!e nformaton must ,e presented and dscussed n super!son. T'e student;s Trann#
Super!sor 'as fnal sa/ re#ardn# t'e suta,lt/ of a placement for a student. Super!sors ma/
,e approac'ed for references.
NB BAC% stpulates t'at all placements s'ould pro!de super!son +t' a =ualfed super!sor.
To t's end a =uestonnare and a#reement +ll need to ,e flled n and s#ned ,/ all placements
and presented n super!son 6see forms n Secton 07. Students need to ,e a+are of t'e BAC%
re=urement of fortn#'tl/ super!son for students. T'erefore f t'er counselln# placement does
not offer super!son9 Bloc" $ormat students +ll need to see" alternat!e super!son
arran#ement at t'er o+n e.pense.
Remem,er t'at t'e placement +ll assess /ou to determne +'et'er /ou are suta,le for t'e
placement. L"e+se9 /ou need to consder f t'e placement s r#'t for /ou.
%pecialist Placements
As a model9 %s/c'os/nt'ess lends tself +ell to a +de ran#e of t'erapeutc settn#s. B/ t'e
tme a student #raduates as a counsellor or ps/c'ot'erapst t s e.pected t'at a ,road
e.perence of +or"n# +t' a ran#e of clents 'as ,een ac=ured. Ho+e!er9 t'ere are an
ncreasn# num,er of nstances +'ere t'e student s partcularl/ nterested n a specalst clncal
placement suc' as +t'n a partcular nsttutonal settn#. T'e Trust operates a EratoE s/stem
+'ere 50F of 'ours deemed to ,e n a :specalst; settn# are permtted to count to+ards t'e
100 'ours BAC% mnmum.
Definition of a Specialist Placement
A specalst placement s +'ere a specfc clent #roup s ,en# tar#eted9 and +'ere specalst
trann# and super!son s deemed essental e.#. alco'ol and dru# addcton. Some a#ences
+ll 'a!e strn#ent procedures and approac'es to deal +t' t's t/pe of ssue. T'erefore t's
"nd of placement +ll offer and nsst on a specalGed +a/ of +or"n#.
Policy for Specialist Placement Work
A#ences tar#etn# partcular ssues9 suc' as se.ual a,use or eatn# dsorders ma/ ,e
consdered #enerc f t'e/ do not mpose restrctons on t'e st/le or t'e approac' of t'e
counsellor. Ho+e!er9 placements +t'n defned nsttutonal conte.ts9 suc' as prsons9 +ould
,e consdered specalst.
$or specalst placements +e +ould re=ure t'e a#enc/ to or#anGe n)'ouse super!son so t'at
students feel full/ supported9 and ade=uate trann# s'ould ,e part of t'e nducton process and
on#on# support.
A student ma/ count up to 50 specalst placement 'ours to+ards t'er =ualfcaton9 and ma/
+rte et'er t'er frst Case Stud/ on t's +or"9 or one of t'e t+o EmnEs of t'er second Case
Stud/.
IT I% I'P&*TA$T T& $&T" T4AT &!* C&!*%" I% $&T "$D&*%"D A% %!ITA.#"
T*AI$I$G F&* T4&%" )&*+I$G )IT4 C4I#D*"$5
Students can +or" +t' teena#ers 613H79 as a 0
nd
placement. T'e student;s Trann# Super!sor
'as fnal sa/ re#ardn# t'e suta,lt/ of a placement for a student.
5
.ACP recommends that the
st
placement is 3ith adults5 Case %tudy ( 2 should be
based on 3or1 3ith adults5
B
Confirmation of Placement
W'en a student s offered a suta,le placement9 a :Clent +or" re#straton form; and :Len#t' of
Contract; 6Secton 07 must ,e completed and s#ned ,/ t'e placement9 t'e student;s super!sor
and t'e tranee and fled n t'e student;s trann# record.
At t'e end of t'er trann#9 students must present to t'er Trann# Super!sor t'e :%lacement
Report $orm; s#ned ,/ t'e %lacement Aana#er.
Pri6ate Practice
After 'a!n# reac'ed 100 super!sed clncal 'ours durn# t'e trann#9 and ONL@ +t' t'er
Trann# Super!sor;s permsson9 t'e more e.perenced student m#'t ,e a,le to ta"e on pr!ate
clents at a !er/ reduced rate ,efore t'e/ #raduate. Ta"n# on pr!ate clents durn# t'e course
of t'e trann# +t'out t'e Trann# Super!sor;s and t'e %ro#ramme Leader;s "no+led#e s
unaccepta,le.
Client Caseloads

In t'e case of e.perenced t'erapsts9 no more t'an four practce %s/c'os/nt'ess clents ma/
,e ta"en on n t'e ,e#nnn#. In t'e fnal sta#es of t'e trann# t'e student ma/ under some
crcumstances ,e allo+ed to ta"e on a fft' clent.
At t'e dscreton of t'e students; Super!sor9 a student ma/ ,e re=ured9 at an/ pont9 to 'a!e
e.tra super!son of t'er clent +or" n addton to compulsor/ 2roup Super!son.
Initial Inter6ie3
Students are re=ured to present t'e ntal nter!e+ of all clents to t'e trann# super!son
#roup. In t'e case of t'ose attendn# mont'l/ super!son9 +'c' ma/ ,e se!eral +ee"s a+a/9
students s'ould send a cop/ of t'e ntal nter!e+ to t'e super!sor and t'en dscuss suta,lt/
o!er t'e p'one. T'e case s t'en dscussed +t' t'e #roup and t'e super!sor as :meta)
assessor;.
If a %lacement A#enc/ conducts t'e Intal Inter!e+ +t' clents pror to allocatn# t'em to a
student9 t'e student s re=ured to construct t'er o+n :ntal nter!e+; ncludn# nformaton from
t'e %lacement;s ntal nter!e+9 t'er e.perence of t'e clent9 and t'er o+n ps/c'olo#cal
t'n"n# n t'e conte.t of ps/c'os/nt'ess9 and present t's to t'e #roup.
If t'e super!sor a#rees t'at t s approprate for t'e student to +or" +t' t'e clent9 deall/ t'e
student +ould contract to +or" +t' t'e clent for s. sessons of counselln#C 'o+e!er t's ma/
!ar/ dependn# on t'e placement. -t'er +a/9 students are re=ured to #!e a formal +rtten
presentaton of t'er clent n super!son durn# t'e frst s. +ee"s.
Disclosure of Student Status
It s an et'cal re=urement t'at students nform %ractce Clents t'at t'e/ are Trann#
Counsellors. Students s'ould e.plan to %ractce Clents +'ere t'e/ are trann#9 and t'at t'er
+or" s closel/ super!sed to ensure t'at t'e clent s +ell supported.
Confidentiality
T'e confdentalt/ a#reement and ts e.ceptons s'ould ,e outlned at t'e ,e#nnn# of t'e
Intal Inter!e+ +t' prospect!e clents.
(
Taping Counselling Sessions and Confidentiality
Counselln# sessons +t' %ractce Clents s'ould ,e tape recorded. Before tapn# an/
counselln# sessons t'e student +ll need to see" t'e a#enc/ and t'e clent;s permsson.
Students s'ould e.plan to clents t'at t'e/ +ll need to tape some of t'e sessons for trann#
purposes9 and t'at t's +ll ena,le t'e student to ,etter support t'e clent. Students s'ould
e.plan t'at9 +t' t'e e.cepton of a s'ort e.tract ,en# pla/ed n a confdental super!son
sesson9 tapes +ll not ,e pla/ed to a t'rd part/9 and t'at f t'e clent o,?ects to an/ partcular
sesson ,en# used9 t'er +s'es +ll ,e respected. Smlarl/ +'le contractn# +t' t'e clent at
t'e ntal sesson +e recommend t'at t'e student see"s t'er permsson to +rte a case)stud/
for t'e purpose of t'er studes e.plann# clearl/ t'e procedure n place to protect t'e clent;s
anon/mt/. 6See :Confdental Clent Consent $orm; n Secton 37. In t'e e!ent t'at an a#enc/
does not permt tapn#9 sessons need to ,e +rtten up !er,atm.
General Practice
ote !Taking and "ecord #eeping
Students are re=ured to "eep clear9 detaled trann# case notes and records of all sessons +t'
clents. T'e :Note Ta"n#; s'eet 6Secton 37 offers ?ust one of man/ poss,le structures for +rtn#
up sessons n a clear and concse +a/. @ou ma/ +s' to adapt t's structure to sut /our o+n
+rtn# st/le. We do9 'o+e!er9 re=ure t'at /ou address n some +a/9 all t'e areas for
consderaton +e 'a!e lsted.
Client Anonymity
%rocedure for safe#uardn# t'e clent;s anon/mt/ on t'e case)stud/&
T'ere are t+o forms des#ned to protect t'e clent;s anon/mt/. One form s It'e clent consent
formJ to ,e used +'en see"n# t'e clent;s permsson for t'e use of t'e +rtn# up of t'e case)
stud/. T's form needs to ,e seen ,/ t'e super!sor and s "ept ,/ t'e student separatel/ from
t'e clent;s fle. T'e ot'er form It'e case)stud/ formJ +ll need to ,e s#ned ,/ t'e super!sor
and t's +ll confrm t'at t'e clent 'as ,een ,rou#'t and presented at super!son on a re#ular
,ass. T's form 'as to ,e su,mtted +'en 'andn# n ,ot' case studes for mar"n#. 6$orms n
Secton 37
Presenting Clients
$nformal Case Presentations
Students s'ould ma"e a ,ref nformal !er,al presentaton e!er/ sesson
Formal Case Presentations
Students are re=ured to present K formal +rtten case presentatons durn# CN2130
Formal Case Presentations
All $ormal Case %resentatons n super!son s'ould ,e n t'e follo+n# format&
5 A Case Presentation Front %heet 6Secton 37
T'e same front s'eet ma/ ,e used eac' tme /ou present t's clent.
25 A selecton of rele!ant %ession $otes and *ecord %heets 6Secton 37
,5 A Case *e6ie3 %heet 6see e.ample n Secton 37
K
T's secton s'ould ,e t/ped or clearl/ +rtten and consst of no more t'an 0 A< pa#es.
T's s an opportunt/ to ta"e a meta)!e+ of /our +or" +t' t's clent and to descr,e
+'at /ou see9 as +ell as /our e!aluaton of 'o+ t'e counselln# process s unfoldn#.
-5 A %uper6ision Feedbac1 %heet 6Secton 37
T'e same $eed,ac" S'eet s'ould ,e attac'ed eac' tme /ou present t's clent. In t's
+a/ /ou +ll 'a!e a contnuous record of /our Super!son of t's clent.
/5 Transcript and process notes of at least 0 minutes of a session %heet 6e.ample n
Secton 37
05 0 minute tape e7tract
Students are re=ured to present 10 mnutes of a taped sesson n super!son +t' eac'
formal presentaton. T'e se#ment s'ould ,e selected n order to&
4emonstrate some aspect of 'o+ t'e/ are +or"n# +t' t'e clent
%resent an area of dffcult/ /ou are 'a!n# n t'e +or" .e. t s'ould ,e related to a
specfc super!son need t'at /ou 'a!e.
Tapes must ,e of a #ood =ualt/ and easl/ aud,le.
@ou +ll ,e e.pected to #!e t+o formal case)presentatons n t'e frst /ear and s. n t'e
second /ear follo+n# t'e #udelnes a,o!e.
%uidelines for Presenting a Client
See Secton 5.
Feedback and Assessment
Students are re=ured to complete a :$eed,ac" and Assessment $orm; for t'emsel!es and eac'
peer n t'er super!son #roup at t'e end of eac' semester9 and an :-nd of Semester
-!aluaton $orm; reflectn# on t'er e.perence of Super!son9 and dentf/n# on#on# support
needs. 6See Secton < for forms7
1
2 Placement Paper3or1
T'e follo+n# forms are to ,e used for re#straton +t' a placement. %lease contact t'e Head of
Trann# f a placement s not on t'e %-T lst.
%A'P#" #"TT"* F&* %T!D"$T% T& P*"%"$T T& P*&%P"CTI8" P#AC'"$T%
Address
4ate
4ear
I am at present a student n t'e frst3second /ear of a t+o /ear trann# for a %ost 2raduate
4ploma n Counselln# at t'e %s/c'os/nt'ess and -ducaton Trust n London. T'e course
s !aldated ,/ t'e 8n!erst/ of -ast London and s accredted ,/ Brts' Assocaton for
Counselln# and %s/c'ot'erap/ and t'e 8nted Ln#dom Assocaton for T'erapeutc
Counsellors.
I +ould l"e to appl/ for a placement +t' /our or#ansaton 3pro?ect3c'art/9 and enclose m/
CM.
If /ou need a professonal reference9 m/ current super!sor9 6name7 +ll ,e 'app/ to
suppl/ one and /ou can contact 'm3'er at
T'e %s/c'os/nt'ess and -ducaton Trust
10)1< Toole/ Street
London Brd#e
London S-1 0TH
If /ou +ould l"e more nformaton a,out t'e course or 'a!e =uestons t'at /ou +ould l"e to
as" me9 I 'ope /ou +ll contact me and I +ll do m/ ,est to suppl/ +'at /ou need.
I loo" for+ard to 'earn# from /ou n due course9
@ours sncerel/
$5.5 Please9 out of courtesy as1 your super6isor:s permission to gi6e their name as a
referee before you send the letter5
10
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
P&%TG*AD!AT" DIP#&'A I$ P%YC4&%Y$T4"%I% C&!$%"##I$G
C#I"$T )&*+ *"GI%T*ATI&$ F&*'
%tudent:s name;
P#AC"'"$T D"TAI#%
$ame of Agency or &rganisation;
Contact Person;
Position;
Address;
Post Code;
Tel; Fa7;
"mail;
C&!*%" D"TAI#%
T'e course s a t+o /ear part)tme %ost#raduate 4ploma n %s/c'os/nt'ess Counselln#
!aldated accredted ,/ t'e Assocaton of Counselln# and %s/c'ot'erap/ 6BAC%7 and
!aldated ,/ t'e 8n!erst/ of -ast London.
Contact person; 4ra#ana 4?u"c
Position; Head of Trann#
Address; 10 N1< Toole/ St.9 London Brd#e9 London9 S-1 0TH
Tele; 000 (131 3113
Fa7; 000 (<03 55B0
"mail; En&uiries'petrust(org(uk
11
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
A**A$G"'"$T% F&* C#I"$T )&*+ <at the agency=organisation>
Num,er of clent 'ours per +ee"&
W'ere +ll t'e/ ,e seenD
Are case notes re=uredD
@es 3 No
W'ere are t'e notes "eptD
W'c' code of et'cs and practce does t'e a#enc/3or#ansaton a,de ,/D
BAC%3B%S3ot'er 6please specf/7
To +'om s t'e student prmarl/ accounta,le&
a. $or 's3'er clncal +or"D
,. $or routne mana#ement3or#ansatonD
W'o conducts t'e ntal assessment of t'e clentD
W'at s t'e t'eoretcal orentaton of t'e a#enc/3or#ansatonD
4oes t'e a#enc/ 3or#ansaton 'old t'e pu,lc la,lt/ nsurance t'at co!ers t'e student
and 'er3's clentsD
@es 3 No
4oes t'e a#enc/3or#ansaton 'a!e a +rtten 'ealt' and safet/ polc/ +'c' co!ers t'e
follo+n#&

%rocedures for dealn# +t' crtcal ncdents9 ncludn# stuatons n!ol!n#
!olent3a##ress!e ,e'a!our of clents and ot'er !storsD
@es 3 No
%rocedures for dentf/n# clents +'o are at rs" to t'emsel!es or ot'ersD
@es 3 No
Wll t'e student ,e #!en a cop/ of t'e 'ealt' and safet/ polc/ or told +'ere t can ,e
foundD
@es 3 No
A2-NC@3OR2ANISATION R-O8IR-A-NTS& 6e.#. rules or re=urements re#ardn#
confdentalt/9 audo tape recordn# clents9 attendance at meetn#s9 t'eoretcal orentaton9
10
securt/ arran#ements and an/ ot'er lmtatons or constrants7& Please include belo39
continuing if necessary on a separate sheet9 or include your information sheet5
13
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
A**A$G"'"$T% F&* C&!$%"##I$G %!P"*8I%I&$
1. Is counselln# Super!son pro!ded ,/ t'e a#enc/3or#ansatonD
If @es&
Is t'e super!sor full/ =ualfedD
If not please descr,e t'e le!el of professonal standard and e.perence D
W'at t/pe of super!sonD 6please crcle7
Ind!dual 2roup Ot'er 6please specf/7
$re=uenc/ 6+ee"l/3fortn#'tl/7
If No&
4oes 6or +ll7 t'e a#enc/3or#ansaton 'a!e an/ contact +t' t'e e.ternal Super!sorD
@es 3 No
1<
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
P#AC"'"$T; #"$GT4 &F C&$T*ACT
%tudent:s name;
Group; Date;
%tart Date;
Finishing Date;
%ignatories to this Contract;
F&* T4" &*GA$I%ATI&$;
I confirm that the organisation 3ill pro6ide client 3or1 opportunities=placement for
this student9 and that the details on this form about the organisation are correct9 to
the best of my 1no3ledge5 The organisation accepts the arrangements for course
super6ision9 and for dealing 3ith issues and complaints5
Name& S#nature& 4ate&
F&* T4" C&!*%"; <C&!*%" C#I$ICA# %!P"*8I%&*=T!T&*>
I appro6e this client 3or1 opportunity=placement and agree to the organisation
re2uirements5 I confirm that the course staff 3ill adhere to the .ACP=.P% Code of
"thics and Practice9 and that I accept the organisation re2uirements5
T4" %T!D"$T;
I confirm I 3ill adhere to the .ACP=.P% Code of "thics and Practice and that I accept
the organisation re2uirements5
15
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
P#AC"'"$T *"P&*T
%tudent:s $ame;
Group; %tudy Tutor;
Placement:s $ame;
Placement:s Address;
Placement:s 'anager=Coordinator;
Placement:s %uper6isor;
Date placement started;
Is placement intended to continue beyond graduation; Yes $o
For the placement agency to read and sign;
I confirm that the team at our placement agency is satisfied 3ith the clinical practice
of;
???????????????????????????????????????
Additional comments;
$A'";
%IG$AT!*"; DAT";
This form is to be signed by the person responsible for the super6isee:s clinical
practice and returned to the %tudy Tutor
1B
, Client Paper3or1
%A'P#"; C&!$%"##I$G C&$T*ACT
This letter could be used as a counselling contract bet3een you and the client5 It is
good practice to spell out the guidelines 3ithin 3hich you 3ill be 3or1ing5
4ear
T'an" /ou for comn# to see me9 I set out 'ere t'e understandn#s of 'o+ +e are #on# to
+or" to#et'er.
5 T'e ntal nter!e+ +ll pro!de t'e ,ass of our +or"n# arran#ement. Consdern# m/
status as Counsellor n trann# I +ll refer to m/ super!sor follo+n# our ntal meetn#
to ensure t'at +e can carr/ on +or"n# to#et'er. It m#'t 'appen t'at m/ super!sor
su##ests a referral on9 n +'c' case +e +ll need to end our contract and I +ll
endea!our to su##est an approprate referral.
25 %ro!dn# t s approprate +e +ll decde to +or" to#et'er for anot'er 5 sessons
follo+n# +'c' +e +ll re!e+ and decde +'et'er&
+e +ant to +or" to#et'er n an open)ended arran#ement
+e +ant to +or" to#et'er for a specfc num,er of sessons
to 'a!e furt'er sesson
,5 T'e a#enc/ fee 6f applca,le7 s a#reed at t'e ntal nter!e+ and t'e sessons are
appontments t'at +e ,ot' commt oursel!es to. If /ou are una,le to attend a sesson
please let me "no+ as soon as poss,le. If /ou cancel +t'n <K 'ours of /our
appontment 9 I +ll 'a!e to c'ar#e /ou t'e usual fee unless +e can fnd an alternat!e
arran#ement +'c' suts ,ot' of us
-5 Re#ardn# confdentalt/9 I 'a!e a professonal arran#ement +t' a
super!sor3consultant +t' +'om I dscuss clent materal. Ho+e!er I do not dsclose
names of clents and m/ super!sor s also ,ound ,/ an a#reement of confdentalt/. In
e.ceptonal crcumstances I m#'t ,e put n a poston +'ere I ma/ feel necessar/ to
,rea" confdentalt/. In t's respect I follo+ t'e -t'cal $rame+or" of t'e Brts'
Assocaton of Counselln# and %s/c'ot'erap/. T'ese e.treme crcumstances concern
t'e stuaton +'ere a clent or close relat!e +as n serous and mmedate dan#er 6t's
ncludes p'/scal and se.ual a,use of c'ldren and an/ crmnal act7. In suc'
crcumstances9 I +ould dscuss m/ concerns +t' t'e clent and +ould lmt t'e ,reac'
of confdentalt/ to a mnmum.
/5 $or trann# purposes I +ll need to tape our sessons9 t's +ll ,e a learnn# tool 'elpn#
me to s'arpen m/ nter!entons +t' t'e feed,ac" of m/ super!sor. If /ou feel stron#l/
a#anst t's practce please let me "no+.
05 I +ll not conduct a counselln# sesson f /ou present under t'e nfluence of alco'ol and
dru#s.
@5 Wt' re#ard to note)ta"n#9 t s mportant for m/ +or" to "eep records of eac' sesson. I
"eep t'ese records n a loc"ed ca,net and do not +rte t'e full names or +rte an/
dentfcaton detals on t'ese notes.
1(
A5 Counselln# s a process +t' a ,e#nnn#9 a mddle and an end. 8suall/ our +or" ends
at a mutuall/ a#reed tmes9 #!n# enou#' tme and consderaton to t'e endn#
process. If /ou decde /ou +ant to fns' suddenl/9 I +ll su##est a mnmum of four
endn# sessons to e.plore t'e decson and end our t'erapeutc relatons'p.
B5 $or /our nformaton /ou m#'t l"e to "no+ t'at I am n trann# at t'e %s/c'os/nt'ess
and -ducaton Trust.
I +ould apprecate f /ou could s#n t's contract and return t to me at our ne.t appontment.
Client:s %ignature; Trainee Counsellor:s signature;
$ote; This is simply an e7ample contractC contracts 3ill 6ary from placement to
placement5
1K
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
C#I"$T C&$TACT 4&!*%
%T!D"$T:% $A'";

G*&!P;
%T!DY T!T&*;
C#I"$T:% $A'";

C#I"$T:% $A'";
Date of %ession #ength of %ession Date of %ession #ength of
%ession
Total $o of 4ours; ??????????5 Total $o of 4ours; ??????????5
&6erall $o of 4ours; ?????????55
11
%uper6isor:s %ignature; ??????????5
To be returned to %tudy Tutor 3hen completed
00
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
CA%" P*"%"$TATI&$ D F*&$T %4""T
%tudent:s $ame; Client ID;
Date of
st
%ession; *eferral %ource;
Contract;
Bref T'um,nal S"etc' of Clent
Includn# t'e follo+n#&
Bac"#round& $aml/ 'stor/9 relatons'ps to parents and s,ln#s
Aa?or e!ents& Trauma9 crses9 turnn# ponts.
%resentn# ssues&
o W'at s t'e pro,lemD
o W'/ s t a pro,lemD
o W'/ no+D
%'/scal appearance of clent
%resent relatons'ps N l!n# arran#ements
Intal Impressons3Reactons
Wor"n# H/pot'ess
Wor"n# Strate#/
2oals for sessons as a +'ole
Contract
01
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
$&T"ETA+I$G F&* T4" P!*P&%" &F T*AI$I$G I$ P%YC4&%Y$T4"%I%
%ession $otes ( *ecord %heet
Client ID; Date; %ession $o;
Bref Summar/ of Content
%resentn# ssues
W'at 'appenedD
T'e Relatons'p
@our personal responses
B9$9A
I%R
Trans * Counter)
transference
Conceptualsaton
@our t'ou#'ts a,out t'e
sesson n %S terms
Rele!ant maps9 models
Ima#es3S/m,ols
Intutons
Ho+ +or"ed +t' clentD
Tec'n=ues
4alo#ues
Internal Super!sor
Self Assessment
W'at I l"edP W'at I;d do dfferentl/P
Remem,erQ
Super!son Needs
Ouestons
%ro,lems
Successes to report
An/t'n# elseDD
00
03
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
CA%" *"8I") %4""T
'a7imum 2 7 A- pages
Ho+ s /our +or" +t' t'e clent unfoldn#D
$re=uenc/ and a!era#e duraton of sessonsC 'o+ lon# 'a!e /ou +or"ed +t' t's
clentD
W'at do /ou see 'appenn#D Addtonall/9 'o+ are /ou +or"n# +t' t's personD
See :#udelnes for presentn# a clent; to 'elp /ou +t' t's
In particular;
*eflect upon and describe your super6ision needs;
W'at =uestons do /ou 'a!e N #eneral or specfcD
W'at dd /ou learn from super!son last tmeD
An/ pro,lems9 concerns9 et'cal dlemmasD
W'at do /ou +ant to learn ne.tD
An/ success to report and cele,rateD

In other 3ords;
)hat do you need to present in %uper6isionF
)hat do you hope to recei6e from %uper6isionF
0<
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
%!P"*8I%I&$ F""D.AC+ %4""T
%tudent:s $ame;
4ate of Super!son&
$eed,ac" * Su##estons&
4ate of Super!son&
4ate of Super!son&
GTo be filled in by the student at the end of each super6ision session and to be
submitted to your super6isor at the end of each semester once clinical practice has
started
05
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
C#I$ICA# P*"%"$TATI&$ *"C&*D%
%tudent:s $ame; Programme9 Group and Year;

Academic Year; %emester ending;

%uper6isor:s name;
$o Date Client<s>
presented
Formal
presentation
Y"% = $&
%uper6isor:s
signature
Pass or
*efer
Comments
1
0
3
<
5
B
(
K

1
10
A minimum of A presentations to be made during C$G ( C$G25
Form to be returned to %tudy Tutor at end of C$G2
0B
"HA'P#"; )riting up a Transcript 3ith Process Comments
T'e llustraton ,elo+ +ll #!e /ou some dea of 'o+ to present /our 10 mnutes of recorded transcrpt +t'
approprate counsellor process comments. T'e e.ample s9 of course9 fcttous.
1 Counsellor So 'o+ are /ou toda/9 ND Creatn# a +elcomn# space.
0 Clent $ed up and an#r/ +t' t'e entre
+orld.
I +as feeln# s/mpat'etc.
3 Counsellor Is t'ere an/ t'n# specfc t'at
'as 'appened to ma"e /ou feel
t's +a/D
T'ou#'t an open =ueston +ould ,e ,est to
e!o"e more.
< Clent It started last Saturda/ +'en I
ddnEt +n t'e ?ac"pot on t'e
lotter/.
I +as ta"en a,ac" ) t's must 'a!e s'o+ed n
m/ ,od/ lan#ua#e.
5 Counsellor 4d /ou e.pect to +nD $eeln# rrtated.
B Clent 6%ause for slence7 A,solutel/Q
Because I ,ou#'t a tc"et.
I felt !er/ slenced and ddnEt "no+ +'at to
t'n" a,out t's.
( Counsellor If I ma/ sa/9 snEt t's ,en# ?ust a
teen/)+een/ ,t optmstcD
On reflecton9 I must 'a!e come across as
?ud#emental and patronsn#.
K Clent Are /ou on m/ sde or notD T's felt a !er/ crucal moment +'en I could
lose t'e clent.
1 Counsellor Of course I am9 N. IEm sorr/9 I
ddnEt mean to upset /ou or
an/t'n# ) I +as ?ust attemptn#
to ,e realstc.
Tr/n# to meet t'e clent and re)esta,ls' a
+or"n# allance.
10 Clent Well ?ust s'o+s /ou 'o+ lttle
/ou "no+Q
I decded t'at t +as ,est to let t's rde
+t'out reactn# too muc'.
11 Counsellor IEm sorr/9 IEm a lttle confused. T's +as as"ed #entl/ and +t' openness.
10 Clent @ou see9 /ou ?ust donEt
understand.
I +as ,ecomn# en#a#ed a#an.
13 Counsellor Can /ou sa/ moreD -!o"n# some amplfcaton.
1< Clent A/ ,rt'da/ s on Tuesda/. Alt'ou#' t's seemed to s+tc' narrat!e9 I
decded to trust t +ould lead some+'ere.
15 Counsellor Sorr/P,ut 'o+ old +ll /ou ,eD Needn# to "no+ +'at t'e clent +as t'n"n#.
1B Clent 35. Stll trustn# t's meant somet'n#.
1( Counsellor Is t'ere somet'n# mportant
a,out 35D
-lctn# more nformaton.
1K Clent @es. After IEm 359 IEll no lon#er
,e a /oun# person.
Realsn# +e 'ad 't a ,elef a,out somet'n#9
,ut not sure =ute +'at.
11 Counsellor And 'o+ does t's relate to t'e
lotter/ ssueD
So decded to pursue t'e connecton9 stll
trustn# t's +ould lead some+'ere
meann#ful.
00 Clent I made a promse to m/ d/n#
#randmot'er t'at I +ould ,e a
rc' /oun# man someda/.
I felt rele!ed t'at t'e connecton +as startn#
to ,e made9 as I t'ou#'t t'at open of us +as
#on# madQ A/ ,od/ rela.ed and I felt open to
'earn# more.
01 Counsellor Hmmm. I see. IEm ?ust a lttle
curous a,out +'/ /ou pc" t'e
a#e of 35 as s#nf/n# t's.
%ursun# t's.
00 Clent In 4anteEs 4!ne Comed/9 'eEs
md)+a/ t'rou#' lfe at 359
stupdQ
I felt Eput do+nE ,/ t'e clent9 ,ut felt a,le to
contan and +t''old t'e ur#e to retalate.
03 Counsellor A'9 I seeQ I realsed t'at t'e connecton +as ,en# made
and a reframe of t'e or#nal complant +as
no+ poss,le.
0(
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
C&$FID"$TIA# C#I"$T C&$%"$T F&*'
I9 ??????????????????????<the client> gi6e my counsellor in
training;
????????????????????????????????????????
permission to underta1e his=her caseEstudy on the basis of the therapeutic 3or1 I
ha6e e7perienced 3ith him or her5
I fully understand the process in6ol6ed and I understand that the boundaries of
Confidentiality 3ill be fully respected5
%igned???????????????5 Date ;????????????????5
Print $ame;?????????????????????????55
To be returned to %uper6isor
0K
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
CA%"E%T!DY A!T4&*I%ATI&$ F&*'
For Counsellor in Training <%tudent $umber>; ??????????????5
I confirm that I ha6e been super6ising the abo6e counsellor in training and the
follo3ing conditions ha6e been met;
5 the client I1no3n under the initial J has gi6en their 3ritten permission
for the 3riting of this case study
25 the client has been presented on I J occasions during our super6ision
sessions
,5 I ha6e authorised the student to 3rite their case study on this client
%igned?????????????? Date;????????????????5
Print $ame;?????????????????????????55
%tudent to staple this form to all copies of case studies5
%ubmitting a case study 3ithout this form may affect the mar1 gi6en
5
01
- Feedbac1 and Assessment Paper3or1
F""D.AC+ ( A%%"%%'"$T F&*' F&* %!P"*8I%I&$;
C#I$ICA# &* '"$T&*I$G
T's form s'ould ,e used for 6a7 Self)Assessment 6,7 %eer Assessment and 6c7 Super!sor Assessment9 ,e/ond
$oundaton @ear. Once /ou are +or"n# +t' clents t s'ould ,e completed pror to t'e last super!son sesson of
eac' semester.
$ame of assessed student; %tudent number;
Group; Year; C$G=C$G2=APP=APP2 =AT*=PTY=APP,= %!P=%T!=CP# Deferred; Y"% =$&
Academic year; %emester; %pring Autumn

$ame of super6isor;
%elfEassessment Peer assessment %uper6isor assessment
$ame of person assessing;
A%%"%%'"$T G*AD" <this section should only be completed at the end of C$G and end of C$G2>
PA%% *"F"*
%ignature of person assessing;KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK Date;
*"C&*D &F %!P"*8I%I&$ P*"%"$TATI&$% <C$G and C$G2 only>
$umber of formal presentations this semester
Cumulati6e number of formal presentations at
end of pre6ious semester
$e3 cumulati6e total
&8"*A## C&''"$T%
Gro3ing "dges and Areas For Impro6ement
30
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
"$D &F %"'"%T"* %T!D"$T "8A#!ATI&$ D %!P"*8I%I&$
Group;
%tudent;
%uper6isor;
%lease respond ,refl/ to t'e follo+n#. %L-AS- B- CONCR-T- AN4 S%-CI$IC WITH
@O8R ANSW-RS
Ho+ 'as t's semester;s super!son ,een !alua,le and effect!e for /ouD Ha!e /ou
met /our #oals for t's semesterD
In +'at +a/s +ould /ou 'a!e +anted super!son to ,e dfferentD
%lease comment on t'e support t'at /ou rece!ed from /our super!sorD
4o /ou 'a!e specfc needs9 re=uests9 +s'es for t'e ne.t semesterD
31
T4" P%YC4&%Y$T4"%I% ( "D!CATI&$ T*!%T
"HT*A %!P"*8I%I&$ <e5g5 summer super6ision>
%tudent:s $ame; ???????????????55
Group; ???
Placement %uper6ision
Dates;
%uper6ision 3ith a Psychosynthesis
%uper6isor
Dates;
5 5
25 25
,5 ,5
-5 -5
/5 /5
05 05
@5 @5
A5 A5
B5 B5
05 05
%uper6isor; %uper6isor;
%ignature; %ignature;
Date; Date;
Course %uper6isor; Date;
This form is to be signed by the super6isor and returned to the %tudy Tutor5
30
/ General Guidelines
5 A%%"%%'"$T G!ID"#I$"%=C*IT"*IA F&* %T!D"$T P*ACTIC" C#I"$T%
T'e follo+n# crtera are not rules9 ,ut #udelnes t'at ena,le us to #an an o!erall
assessment of approprate clents for student practtoners. "ach guideline or criterion
should not be ta1en in isolation ,ut nterfaced +t' ot'ers n order to formulate a total
pcture of t'e potental clent.
O!erall9 deal practce clents +ould ,e nd!duals +'o demonstrate some de#ree of sta,lt/
+t' re#ard to t'er nner and outer lfe9 +t' a reasona,le le!el of mot!aton to understand
t'emsel!es9 t'er pro,lems and lfe c'allen#es. T'e follo+n# crtera are deal and not often
all present n realt/. Conse=uentl/9 t'e/ are not a chec1list9 ,ut crtera t'at s'o+ t'e
nd!dual to ,e a #ood canddate.
CAPACITY T& !$D"*TA+" T4" P*&C"%% &F C&!$%"##I$G
Ideall/9 potental clents s'ould demonstrate an nterest n9 and potental capact/ to reflect
on lfe e.perence and ma"e use of ns#'ts #anedC a +lln#ness to turn n+ard and e.plore
t'er nner +orld9 and t'e capact/ to o,ser!e and tal" a,out +'at s #on# on nternall/C .e.
does t'e potental clent possess :ps/c'olo#cal mndedness;D
To some de#ree9 conscous or unconscous9 mplct or e.plct9 +e are loo"n# for a desre to
fnd more meann# and purpose n t'er lfe. 4oes t'e potental clent 'a!e a reasona,le
le!el of openness to en#a#e n t'e ntra)personal and nter)personal demands of
counselln#D A +s' or desre to ta"e some de#ree of respons,lt/ for t'er lfe
crcumstancesD
W'at s t'e potental clent;s capact/ for s/m,ol formatonD If '#' or #ood9 t's means t'at
t'e clent +ll ,e relat!el/ successful n don# :e.perental +or";. T's s n contrast to ts
opposte9 +'c' s :actn# out;. If clents cannot s/m,ol form9 t'e/ +ll unconscousl/ act out
t'er feeln#s N as t'e/ do not 'a!e an outlet or cannot fnd e.presson t'rou#' s/m,ols.
Ho+e!er9 ,ot' p'enomena ma/ ,e present n t'e nd!dual N and some de#ree of capact/
for s/m,ol formaton9 s a #ood s#n.
It s a #ood s#n f t'ere s con#ruence ,et+een t'e de#ree of ps/c'olo#cal mndedness
and /our e.perence n t'e ntal nter!e+9 /our counter)transference feeln#s9 responses n
/our ,od/ and mnd. T's pro,a,l/ ndcates no se!ere dstur,ance.
FACT&*% T& C&$%ID"*
T'e follo+n# are crtera to consder as #udelnes and a#an9 are not a c'ec"lst. No one
crteron n tself s a contra)ndcatonC 'o+e!er9 se!eral or man/ to#et'er ma/ pont to
cauton and dscrmnaton ,en# called for.
%re!ous dru# or alco'ol addcton for a perod of f!e /ears& t'e potental clent needs to
s'o+ some ndcaton of ns#'t and mot!aton9 e.#. AA or NA. T'e de#ree of
dependenc/ +ould need to ,e ta"en nto account. Ho+e!er9 t s stll a factor9 +'c' must
,e nd!duall/ assessed.
33
A r#d defence structure9 +'c' +ould lmt t'e clent;s de#ree of partcpaton n t'erap/9
e.#. e.cess!e and e.treme 'ostlt/9 ,ell#erence9 fra#lt/ or fra#mentaton.
An nd!dual suffern# from a lon#)term se!ere depresson.
If t'e potental clent 'as suffered se!ere and e.treme a,use of an/ "nd 6se.ual9
p'/scal9 emotonal or mental7.
Someone +t' a se!ere eatn# dsorder +'o s d/sfunctonal n se!eral areas of t'er lfe9
suc' as ,en# una,le to +or" or 'a!n# no relatons'ps.
%otental clents +'o 'a!e ,een 'osptalsed for ps/c'atrc treatment n t'e last f!e
/ears. T's crteron +ould not appl/ f t'e student s on ps/c'atrc placement or
placement +t'n a mental 'ealt' unt.
If t'e clent;s need s for some "nd of specalst t'erapeutc nter!entonC .e. HIM
counselln#9 se!ere a,use9 o,sessons. T's crteron does not appl/ to students +'o
'a!e specalst trann# n t'e rele!ant area.
Se!ere earl/ depr!aton and trauma s a consderaton ,ut not necessarl/ an e.cluson.
Specal attenton s'ould ,e #!en to potental clents +t' a faml/ 'stor/ of mental
llness and sc'Gop'rena9 especall/ +'en t 'as ,een da#nosed n a parent or a frst)
de#ree relat!e. T's s especall/ true n se!ere cases ,ut not9 for e.ample9 f t'e mot'er
'as e.perenced a depress!e epsode.
@ou s'ould pa/ partcular attenton f /ou e.perence a stron# and ntense ne#at!e counter)
transference durn# t'e nter!e+9 6.e. f /our #ut reacton re#sters concern9 t's concern
needs to ,e added to t'e o!erall mpresson and assessment of t'e clent7.
If t'ere s dou,t a,out t'e suta,lt/ of a potental clent9 'e or s'e ma/ ,e referred9 at t'e
dscreton of t'e super!sor9 to a more e.perenced counsellor. It s mportant t'at tranees
pa/ attenton to t'er o+n self)reflecton n assessments9 reco#nsn# t'er o+n lmts and do
not mss s#nfcant e.cluson factors n t'e an.et/ to #an clents and clent 'ours.
T4" F&##&)I$G A*" T4" &$#Y A.%&#!T" C&$T*AI$DICATI&$%;
If t'e clent s se!erel/ ps/c'otc or se!erel/ ,orderlneC reco#nsed ,/ a su,stantal lac"
of sta,lt/ and :ps/c'olo#cal mndedness;9 e.treme self)centredness 6na,lt/ to relate7
Someone +'o s currentl/ n a one to one t'erapeutc relatons'p.
Someone +t' a stron# sucdal tendenc/ or 'stor/ of destruct!e actn# out e.#.
attempted sucde or fre=uent self)'armn# ,e'a!our.
25 G!ID"#I$"% F&* P*"%"$TI$G A C#I"$T
T'e follo+n# materal s to pro!de /ou +t' some #udelnes +'en preparn# /our clent
presentaton for t'e super!son #roup. T'ese are #udelnes onl/9 and not t'e Ir#'tJ +a/ to
3<
do tQ It s ntended to ,e food for t'ou#'t and to ad /ou n focusn# /our mnd. 4o not
attempt to address all of tQQ
A .rief Description of the Client
As /ou see 'er9 +'at s 'er sta#e of de!elopmentD W'at can /ou tell of t'e '#'est3deepest
n 'erD W'at aspects of 'er personalt/ does s'e need to de!elop9 master9 'armonse or
nte#rateD W'at are 'er +ea"nesses9 ,loc"s or dffcultesD W'at are 'er stren#t's9 talents
* a,ltesD W'at ma?or Su,personaltes are n t'e fore#round at presentD @ou ma/ +ant to
nclude some of t'e clent;s ,ac"#round and 'stor/ 6t's can ,e ,ref7. W'/ s t'e clent
comn# for t'erap/ 6prmar/ and secondar/ presentn# ssues79 +'at +as t'e tr##er n t'e
clent;s lfe for 'er see"n# t'erap/D
Assessment Criteria
W'c' ncluson factors are presentD Were t'ere an/ e.cluson factorsD
)hat has 4appened During the %essionsF
W'at do /ou see as t'e fundamental d/namcs t'at +ent onD W'at s /our '/pot'ess of t'e
clent;s process n %s/c'os/nt'ess termsD W'at areas of t'e clent;s personalt/ +ere /ou
focused onD $or +'at purposeD Was t'e clent resstn# N +'en and 'o+D W'at tec'n=ues
dd /ou use n t'e sessonsD W'at +ould /ou 'a!e done dfferentl/D W'at 'as ,een /our
role and st/le as 2udeD 4d /our o+n materal e!er come up n t'e sessonsD
Purpose9 Intention9 Plan
W'at dd /ou see +as tr/n# to emer#e from t'e SelfD W'at +as t'e Self tr/n# to doD W'at
needs to 'appen for t'e Self to come t'rou#' moreD W'at s t'e purpose of t'e Self n t'e
+'ole of t'e clent;s lfeD W'at +as t'e mot!aton and ntenton of t'e personalt/D W'at dd
t'e clent +antD W'at dd s'e +ant to +or" onD W'ere dd s'e +ant to #oD W'at +as /our
plan or strate#/ as t'e sessons e!ol!edD
Any %pecific Luestions about the Process 3ith this ClientF

)here do You %ee the )or1 in the Future 4eading 3ith this ClientF
W'at drecton do /ou 'ope to mo!e nD W'ere do /ou foresee #udn# t'e clentD Ho+ do
/ou understand t'e conte.t of /our clent;s processD
Personal De6elopment
.ody N n touc' +t' tD %re)occuped +t' tD Touc'es tD Ao!es easl/3r#dl/ etcD
We#'tD
Feelings N 4e!elopmental3refnement 6lots of pan or an#erD7 Co)ordnaton 6'o+ muc'
control o!er feeln#sD7
%e7uality N Se.uall/ act!eD Se.ual ssuesD
'ind N de!elopmental3refnement. A,stract mnd accessD 4oes clent e.perence
llumnatonsD
'ind=Feelings N Are t'e/ n conflctD Is one domnantD
)ill N 4oes person tend to contnuall/ #o for more conscousness +t'out #roundn# tD
Ho+ muc' respons,lt/ are t'e/ +lln# to ta"e for t'er processD 6Capact/ to c'oose and
drect7 An/ of t'e s. sta#es ,loc"ed9 o!er usedD S#nfcant =ualtes of t'e +ll. S#nfcant
aspects of t'e +ll.

)orld 8ie3 N #enerall/ post!e9 ne#at!e9 naR!e9 sop'stcatedD 4oes +orld stuaton
concern t'emD Aa?or poltcal orentatonD
35
'aMor Polarities N Am,ton3nertaC l#'t3dar"C soul3personalt/C m/stc3pra#matstC etc
%piritual &rientation N 4oes clent conscousl/ use superconscous ener#esD Is t'e
superconscous readl/ a!ala,leD Ho+ muc' s person;s lfe orentated to purpose9 meann#
and !aluesD Is ma?or orentaton personal or sprtualD
)hat is missing N W'at 'as ,een notcea,le ,/ ts a,sence n t'e sessonsD 6menton of
parents9 tears etc7
%ubpersonalities N 4oes t's person respond +ell to t's +a/ of +or"n#D An/ domnant
conflctsD 4oes person 'a!e a ma?or Su,personalt/ dentfcaton9 e.#. m/stc9 pra#matst9
!ctm9 or#anser etcD
Disidentification=NIN N Is t'e person a,le to dsdentf/D A,le to s'ft to IIJ
Grounding N 4oes person follo+ t'rou#'D
Client D Guide *elationship
Ho+ +ould /ou descr,e /our relatons'pD Can /ou notce an/ transference and counter)
transference d/namcsD W'at metap'ors descr,e /our relatons'p and 'o+ does t
de!elopD
Intuiti6e Thoughts
)hat energies are a6ailable to 3or1 3ith N e.#. desre9 mot!aton9 pan
Luestions D uncertainties9 musings 6remem,er /ou don;t 'a!e to 'a!e all t'e ans+ers7
Client resistance N an/ s#ns t'at t'e clent s resstn# t'e t'erapeutc process
Remem,er t'at t'e -mp'ass for super!son s on I2ood WllJ. T'e #roup;s tas" s to 'elp
/ou e.plore and fnd t'e ans+ers9 not to s'o+er /ou +t' ad!ce and su##estons. T'e
super!sor 'elps t'e tranees learn 'o+ to super!se eac' ot'er as +ell as ,en# ultmatel/
respons,le for t'e super!son.
,5 G!ID"#I$"% F&* A!DI& TAPI$G %"%%I&$% )IT4 C#I"$T%
Al+a/s #et +rtten permsson from t'e clent prefera,l/ at t'e frst meetn# N t's can ,e
ncluded n /our clent contract
-.plan t'e purpose of tapn# to t'e clent&
o $or self)super!son and re!e+n# of t'e sessons
o To present small sectons n super!son
Stress t'at t'e purpose o!erall s to support /our +or" +t' t'e clent.
-.plan t'e ,oundares of confdentalt/ e.#. e!en t'ou#' t'e clent 'as a#reed to ,en#
taped9 t s fne for t'em to assert t'at /ou do not s'are an/ partcular sesson t'e/ ma/
feel too senst!e a,out.
3B
All t'e a,o!e s'ould ,e dscussed and clarfed +t' /our Super!sor.
T'e clent f t'e/ +s' can 'a!e o+ners'p of t'e tape9 or as" for t to ,e destro/ed.
-5 P"*%&$A# %AF"TY G!ID"#I$"%
%8R%OS-& To pro!de some #udelnes on professonal practce and on 'o+ to ensure /our
personal safet/
ICounsellors should ta1e all reasonable steps to ensure their o3n physical safety.J
6BAC% Code of -t'cs and %ractce for Counsellors 111K B.B.0.1.7
3(
W'le t'e Trust ma"es a!ala,le suta,le rooms for counselln# and t'erap/9 +e are not a,le
to pro!de a contnuall/ montored and secure en!ronment to ensure personal safet/. T's
respons,lt/ ,elon#s to t'e counsellors and t'erapsts +'o use our rooms.
Initial Contact
617 Be a+are of +'o s comn# to see /ou. 4scuss +t' /our super!sor before offern#
an appontment for counselln#9 an/ referral nformaton t'at m#'t su##est a poss,le
'stor/ of !olence or a##resson.
607 Lsten to /ourself and sense of safet/ N trust /our nstnct.
637 -.plan carefull/ to clents 'o+ to fnd t'e Trust. Instructons and a map are a!ala,le
from t'e offce.
6<7 T'e entr/ code s pr!ate and confdental and must not ,e dsclosed to clents.
-nsure t'at /ou are n t'e fo/er to rece!e clents +'en t'e/ arr!e and let t'em
t'rou#' t'e securt/ door9 or #!e t'em t'e num,er of /our room to #an entrance.
Inform t'e clent +'ere to st and 'o+ lon# t'e/ ma/ 'a!e to +at9 and t'at tea and
coffee are a!ala,le n t'e Common Room. 6Remem,er an.et/9 frustraton9 confuson
and ,oredom can all lead to out,ursts of a##resson. $rustraton and fear are ln"ed
closel/ to !olent and a##ress!e ,e'a!our7.
657 Aa"e sure t'at clents "no+ 'o+ to reco#nse /ou9 or t'at t'e/ "no+ /ou ta"e
respons,lt/ for fndn# or reco#nsn# t'em.
6B7 4o not c'an#e appontments unless t s a,solutel/ necessar/. Inform clents and t'e
offce as soon as poss,le.
6(7 4o not "eep clents +atn#.
6Remem,er9 an en!ronment l"e t'e fo/er9 +'c' s sometmes !er/ ,us/9 nos/ and
ntrus!e9 can lead to a##ress!e ,e'a!our. C'ec" +t' clent N are t'e/ OL a,out
+atn# 'ereD Clents comn# to counselln# are usuall/ an.ous9 ,ut especall/ on t'e
frst occason. T'e/ ma/ ,e uncertan a,out +'ere to come9 'o+ to #et t'ere9 +'at
t'e ,uldn# +ll ,e l"e9 +'at to e.pect or +'o /ou are7.
6K7 4o not start a counselln# sesson +t' a clent +'o s under t'e nfluence of alco'ol or
dru#s and una,le to 'a!e a normal con!ersaton.
617 If n some emer#enc/ /ou are una,le to "eep an appontment9 or /ou t'n" /ou m#'t
,e late and cannot let t'e clent "no+ ,efore'and9 t s essental to #et a messa#e to
t'e admn staff so t'at t'e/ can put a note on t'e door of t'e room /ou use or meet
t'e clent at t'e door f t s t'e clent;s frst sesson +t' /ou. Al+a/s ,e 'ere ,efore
/our clent.
In the Counselling *oom
6Aost ncdents occur +'en t'e counsellor s alone +t' t'e clent and t'e clents "no+n to
t'em7.
3K
6107 It s ad!sa,le t'at /ou purc'ase a personal alarm9 +'c' ma"es a '#' ptc'ed sren
sound +'en act!ated. T's acts as a deterrent and +ll dra+ attenton from ot'ers to
come to /our ad9 f necessar/.
6117 Arran#e t'e c'ars so t'at /ou can #et out of t'e door =uc"l/ N s'ould t's ,e
necessar/.
6Remem,er9 people +'o tend to ,e a##ress!e often need to 'a!e a lar#er area of
personal space and fnd t'at ordnar/ socal dstances pro!o"e an.et/ and feel
ntrus!e7.
6107 It s ad!sa,le to a!od an/ form of p'/scal contact +t' clents apart from a
'ands'a"e.
6137 A!od seen# clents on /our o+n +'en /ou are alone n t'e ,uldn# or no,od/ s
a,out.
61<7 4o not lea!e an/ o,?ects around t'e room9 +'c' could ,e used as +eapons.
6157 4o not 'a!e an/t'n# dspla/ed +t' /our personal address or telep'one num,er on t.
61B7 Aa"e sure t'at t'e door of t'e counselln# room s not loc"ed or ?ammed and t'at /ou
can open t =uc"l/.
61(7 If /ou are +or"n# +t' a clent of t'e opposte se.9 tr/ to ensure t'at someone of t'e
same se. as t'e clent s +t'n calln# ran#e.
61K7 Remem,er N /ou do not "no+ +'o could ,ecome !olent. Be +lln# to tal" a,out t
and +'at s not OL. Ne#otate a contract +t' /our clent re#ardn# e.presson of
an#er n t'e Counselln# Room.
6117 If /ou see clents n t'e e!enn#&
7 Aa"e sure t'at t'ere s someone else near,/ n t'e ,uldn#C
7 A!od seen# an/ male clents 6f /ou are a +oman7C
7 Aa"e sure t'at t'e corrdor l#'ts are on.
Clents seldom ,ecome a##ress!e to+ards /ou +t'out +arnn#. Be alert for s#ns. Assess
t'e stuaton. Tr/ to reman 6out+ardl/7 calm and confdent. Be empat'c N clearl/ and
sncerel/ ac"no+led#e t'e mportance to t'e clent of +'ate!er 'as tr##ered t'e
a##resson. Remem,er muc' !olence results from frustraton t'at people feel +'en t'er
concerns are not ,en# ta"en serousl/. If necessar/ pro!de a safe +a/ to escape from a
potentall/ dffcult stuaton ,/ endn# t'e sesson. It s mportant to a!od appearn#
dsmss!e or fr#'tened. Reman calm9 confdent and empat'c.
P#"A%" $&T";
6007 If /ou suspect a clent ma/ ,e a##ress!e9 /ou must dscuss t's n super!son ,efore
decdn# +'et'er to contnue counselln#. It ma/ ser!e a partcular a##ress!e clent
,etter to ,e referred to #roup +or" or to ,e seen ,/ anot'er counsellor or t'erapst n a
more montored and secure en!ronment t'an t'e Trust s a,le to pro!de.
6017 Report an/ dffcult stuatons to /our super!sor and t'e admn. room co)ordnator
mmedatel/ after t'e e!ent.
31
/5 G!ID"#I$"% F&* D"A#I$G )IT4 %!ICIDA# C#I"$T% )IT4 D"TAI#"D
P%YC4IAT*IC P*&C"D!*"
617 $rst of all /ou +ll need to carr/ out an n)dept' rs" assessment. T's s'ould 'appen f
a clent seems !er/ depressed and 3or for nstance f s3'e sa/s Ilfe s not +ort' l!n#J
anot'er of sa/n# II;m feeln# sucdalJ. @ou +ll ,e #!en trann# ,/ /our super!sor n
t'e 0
nd
/ear of trann#.
607 If follo+n# /our rs" assessment /ou are !er/ concerned for t'e mental and p'/scal
+elfare of /our clent to t'e pont t'at /ou ,ele!e /our clent s at rs" of attemptn#
sucde9 t'ese are t'e steps /ou need to follo+ &
A5 )ith the client
refer to /our ntal contractn# +t' t'e clent and remnd t'e clent of /our dut/ of care
re#ardn# t'er +ell),en#
as" for t'e factual data from t'e clent 6unless t'ese are alread/ a!ala,le to /ou7 suc'
as & full name9 address9 date of ,rt'9 2%;s name and telep'one num,er9 ne.t of "n
e.plan t'e lmts of /our confdentalt/ a#reement +t' t'e clent and nform t'em of
/our ne.t course of acton 6f /ou 'a!e !er/ serous concerns7.
If t'e clent s I'app/J for /ou to ta"e 'm3'er to t'e ne.t emer#enc/ ps/c'atrc unt
t'en prepare /ourself to dr!e 'm3'er t'ere or call for a ca,. If /ou ta"e t'e clent to
casualt/9 #o to t'e nearest 'osptal and present /ourself at t'e recepton9 f /ou 'a!e
spo"en ,efore'and to t'e ps/c'atrst on call9 state t'at /ou 'a!e alread/ spo"en to
4rPPand t'at s3'e s e.pectn# t'e clent. If /ou 'a!en;t9 ntroduce t'e clent and sa/
/ou need to see t'e on)call ps/c'atrst. Gi6e the client:s data to the receptionist.
T'e ps/c'atrst +ll t'en ,e alerted and come to ma"e an assessment as soon as s3'e
can.
If t'e clent +ants to lea!e t'e sesson9 ,efore t'e/ #o9 tr/ to ma"e some
arran#ements to spea" later +t' t'e clent9 contanment of t'e stuaton s "e/ to t'e
success of t'e operaton9 #et some nformaton a,out +'ere t'e/ are #on#9 +'at t'e/
ntend to doP
.5 )ith the super6isor
In case /our clent s'o+s reluctance to #!e 'er3's consent to release nformaton t
,ecomes crucal t'at /ou ma"e contact +t' /our super!sor. If /ou cannot #et 'old of
/our clncal super!sor et'er at t'e Trust or at /our placement a#enc/9 tr/ to contact
t'e Course Leader or mana#er of /our placement.
Once /ou #ot 'old of anot'er professonal #!e a detaled account of /our rs"
assessment and t'e reasons for /our serous concerns.
In con?uncton +t' /our super!sor /ou ma/ decde to o!errde t'e clent :s o+n +s'es
,ecause /ou consder t'e clent s not a,le to ma"e nformed c'oces for t'emsel!es
or f t'er ?ud#ement s temporarl/ mpared ,/ mental 'ealt' dsorders. Wt' /our
super!sor;s consent /ou m#'t need to contact t'e clent;s 2% or ne.t of "n and
<0
nform t'em of /our concerns ,ased on /our clncal ?ud#ment. T'e 2% +ll need to
ta"e /our comments !er/ serousl/ as 'e 'as formal dut/ of care to+ards t'e clent.
)e do not recommend you brea1 confidentiality 3ithout see1ing your client:s
permission and your super6isor:s clinical opinion.
We 'a!e ncluded a BAC% Informaton S'eet ttled IWor"n# +t' t'e sucdal clentJ 6see
,elo+79 t's s a !er/ nformat!e and e.'aust!e artcle #!n# e.cellent #udelnes on I'o+
to deal +t' t'e sucdal clentJ9 please read t's ,efore startn# /our +or" +t' clents.
05 )&*+I$G )IT4 T4" %!ICIDA# C#I"$T
Wrtten ,/ %at Ree!es and %at Se,el
T'e am of t's Informaton S'eet s to pro!de t'erapsts> +t' an o!er!e+ of t'e man
ssues t'e/ ma/ face +'en +or"n# +t' clents +'o are sucdal. T'e areas t'at +ll ,e
consdered are&
Introducton to t'e ssues of +or"n# +t' sucdal clents
%olc/ ,ac"#round
Rs" factors
Reco#nsn# sucde rs"
Assessn# rs"
Respondn# to sucde rs"
Confdentalt/ and records
Self care
I$T*&D!CTI&$
Clents presentn# n t'erap/ +t' sucdal t'ou#'ts or plans can ,e c'allen#n# for e!en t'e
most e.perenced t'erapst. 8nderstandn# t'e +orld of sucdal clents9 "no+n# 'o+ ,est
to respond n t'e t'erapeutc relatons'p9 and ultmatel/ ma"n# decsons a,out t'e
mplcatons for confdentalt/9 pose dffcult dlemmas. T'e most 'elpful course of acton for
t'e t'erapst +ll ,e dependent upon man/ factors9 ncludn#&
T'e conte.t n +'c' t'e t'erap/ s ta"n# place
T'e relatons'p +t' t'e clent
T'e ,oundares of confdentalt/ a#reed
T'e confdence of t'e t'erapst to e.plore t'e meann# of sucde.
T'erapsts can e.perence a ran#e of responses +'en +or"n# +t' sucdal clents9
ncludn# fear9 an#er9 sleeplessness and a sense of professonal ncompetence 6Ree!es *
AntG9 00017C 6Rc'ards9 00007. Studes su##est t'at sucde remans one of t'e most
dffcult t'erapeutc ssues faced ,/ t'erapsts n t'er professonal lfetme 6Rudd et al9
11117. Aost t'erapsts at some pont +ll +or" +t' a clent +'o e.presses sucdal
t'ou#'ts. Wt'n prmar/ care settn#s9 for e.ample9 2%s +ll often refer clents +'o 'a!e
pre!ousl/ attempted sucde 6Se,er9 00007. W'le o!erall t'e annual num,er of sucdes s
#on# do+n9 sucde n certan #roups9 suc' as /oun# males9 s ncreasn#. In -n#land9
some,od/ ta"es t'er o+n lfe e!er/ t+o 'ours 64epartment of Healt'9 00007.
P&#ICY .AC+G*&!$D
<1
In 11119 t'e 8L #o!ernment pu,ls'ed Saving Lives: Our Healthier Nation 64epartment of
Healt'9 111179 +'c'9 amon# ot'er t'n#s9 set tar#ets to reduce t'e deat' rate from sucde
,/ one fft' ,/ 0010 N a clamed sa!n# of <9000 l!es. T'e Natonal Ser!ce $rame+or" for
Aental Healt' 6NS$7 detaled t'e means ,/ +'c' sucde reducton +as to ,e ac'e!ed
under :Standard (; 64epartment of Healt'9 11117. T's +as furt'er de!eloped ,/ t'e
pu,lcaton of t'e Natonal Sucde %re!enton Strate#/ for -n#land 64epartment of Healt'9
00007.
W'le t'ese polc/ documents are +rtten specfcall/ for specalst mental 'ealt' ser!ce
pro!ders9 t'e p'losop'/ em,races all t'ose n a :'elpn#; role9 ncludn# t'erapsts. T'e
mplcaton of t'ese polces for t'erap/ s t'at sucde pre!enton and reducton s'ould ,e a
prort/ for all t'erapsts. T's ncludes t'e pr!ate practtoner +'o ma/ +or" +t'n ot'er
frames of reference9 suc' as t'at offered ,/ t'e BAC% Ethical Framework for Good Practice
in Counselling and Pschothera! 6BAC%9 00007. %olc/ and practtoner documents ma"e
mportant statements a,out practce t'at t'erapsts need to consder. $or e.ample9 +'at
sorts of contract do t'erapsts ma"e +t' t'e clent around confdentalt/ and +'o m#'t ,e
contacted s'ould a clent present a '#' rs" of sucdeD If t'e emer#enc/ contact s t'e
clent;s 2%9 t'erapsts need to ensure t'at t'e/ 'a!e o,taned t'at nformaton from clents at
t'e start of t'erap/.
*I%+ FACT&*%
T'erapsts need to ,e a+are of t'e factors t'at m#'t su##est t'er clent s n a '#')rs"
cate#or/. As +t' an/ clent9 t s mposs,le to accuratel/ predct +'at an nd!dual +ll do
or 'o+ t'e/ m#'t respond to stuatons n t'er l!es. T'e ta,le ,elo+ lsts specfc
demo#rap'c factors and populaton #roups t'at 'a!e ,een s'o+n to ,e at '#'er rs" of
sucde. Lno+led#e of rs" factors does not n tself 'elp us "no+ +'et'er a sucdal clent s
l"el/ to act on t'er t'ou#'ts or feeln#s. Ho+e!er9 t's "no+led#e can pro!de a means ,/
+'c' +e can :structure; our o+n t'n"n# a,out clent rs".
$actors assocated +t' '#'er sucde rs" can pro!de mportant conte.tual nformaton for
t'erapsts +'en respondn# to sucdal clents. Suc' nformaton does not pro!de da#nostc
nformaton a,out clents9 nor does t tell us specfcall/ 'o+ a sucdal nd!dual +ll respond
to t'er c'an#n# stuaton. It does9 'o+e!er9 pro!de "no+led#e and understandn# a,out
sucde trends +t'n specfc populaton #roups. $or e.ample9 "no+n# t'at #ender9 a#e
and socal relatons'ps are s#nfcantl/ correlated to '#'er sucde rs" m#'t ,e 'elpful to
a t'erapst +or"n# +t' a /oun#9 socall/ solated9 male clent e.pressn# sucdal t'ou#'ts.
Table ) ! Demographic and other factors associated 3ith higher suicide ris1
Gender D Aales #enerall/ present +t' #reater rs" across dfferent a#es
Age D Aales a#ed 15)05 and o!er (5
*elationships D Sn#le9 +do+ed9 d!orced3separatedC socal solaton
Psychopathology and psychiatric illness
Specfc da#noses&
4epresson
Sc'Gop'rena
Alco'ol3dru# msuse
<0
Hopelessness
%aranoa
Aood dsorders
%s/c'oss
Affect!e dsorders9 e lac" of affect!e control9 !olence
An.et/3panc dsorders
Co)mor,dt/
%TS4
&ccupational factors e.#. unemplo/ed3retred
Personality disorders e.#. socopat'/9 a##resson
4istory of child se7ual abuse=child physical abuse=adult se7ual assault
%pecific plan formulated
Prior suicide attempts=family history of suicide or suicide attempts
Physical illness and other medical factors9 ie biochemical hormonal changes
6Ree!es9 Bo+l and W'eeler9 00037C 6Ruddell and Cur+en9 00007
*"C&G$I%I$G %!ICID" *I%+
W'le clents +ll occasonall/ ma"e e.plct references to sucde9 often suc' t'ou#'ts are
e.pressed n ot'er +a/s. $or e.ample9 e.pressons suc' as II can;t see t'e pont an/
more9J II;m too tred to carr/ on an/ more9J or I-!er/one +ould ,e ,etter off f I +ere not
'ere9J ma/ communcate sucdal t'ou#'ts of e=ual ntenst/ as t'ose of clents +'o state
e.plctl/ t'at t'e/ are t'n"n# of "lln# t'emsel!es.
It can ,e dffcult to "no+ 'o+ ,est to respond to a clent +'om /ou suspect m#'t feel
sucdal ,ut 'as not e.plctl/ stated t. Often t s feared ,/ t'erapsts t'at tal"n# a,out
sucde +ll :put t'e t'ou#'t nto t'e clent;s mnd; or m#'t ,e :offens!e or clums/;. T'ese
understanda,le an.etes can often pre!ent t'erapsts from feeln# suffcentl/ confdent to
tal" a,out t'e su,?ect openl/C for e.ample9 ,/ namn# t frst.
T'ere s no e!dence t'at as"n# clents +'et'er t'e/ 'a!e sucdal t'ou#'ts +ll put t'e
t'ou#'t nto t'er mnd f t +as not t'ere ,efore. T'ere s9 'o+e!er9 a #reat deal of e!dence
to su##est t'at ,en# a,le to tal" to clents a,out sucde s e.tremel/ mportant n pro!dn#
a safe space for t'em to e.plore t'er feeln#s. Clents often descr,e a sense of relef at
,en# a,le to tal" a,out t'er sucdal feeln#s. Ho+e!er9 some clents +ll not feel a,le to
e.press t'er sucdal feeln#s at all9 et'er mplctl/ or e.plctl/. Ot'er clents ma/ feel
sucdal ,ut 'a!e no ntenton of actn# on t'ose feeln#s. Some clents sa/ t'at "no+n#
sucde s an opton for t'em s suffcent to 'elp t'em cope +t' dstressn# or o!er+'elmn#
feeln#s. It s t'erefore mportant to as" clents a,out t f /ou suspect t'at t'e/ ma/ ,e
feeln# sucdal9 e!en f at t'at pont t'e/ do not feel a,le to e.plore t furt'er.
T'e +ordn# of suc' =uestons s mportant and needs to ,e treated senst!el/. Auc' +ll
depend upon t'e settn# n +'c' t'e t'erap/ ta"es place and t'e nd!dual approac' of t'e
t'erapst. Sust framn# t'e =ueston can communcate to t'e clent t'at t'e t'ou#'t of
sucde s somet'n# t'at t'e t'erapst s a,le to 'ear. Clents can often perce!e t's as
:permsson; to !oce t'er most dffcult feeln#s and t'en to ,e#n to e.plore t'er sucdal
t'ou#'ts as t'e t'erapeutc +or" pro#resses. As"n# clents +'et'er t'e/ feel so lo+ t'at
t'e/ are consdern# ta"n# t'er o+n l!es s an 'onest and respectful +a/ of #!n# clents
:permsson; to !oce t'er most dffcult feeln#s. Addtonall/9 e.plorn# +t' t'em 'o+ t'e/
can "eep t'emsel!es safe or +a/s n +'c' t'e/ are a,le to mana#e sucdal t'ou#'ts can
'elp t'em reflect furt'er on t'e meann# of t'er feeln#s.
<3
A%%"%%I$G *I%+
Sucdal clents need 'elp to e.plore t'e nature and se!ert/ of t'er sucdal t'ou#'t9 as +ell
as loo"n# at +a/s n +'c' t'e/ can mana#e t'er dstress. Sometmes9 sucdal t'ou#'ts
can ,e fleetn# and #eneral n nature9 +'le for ot'ers sucde s a constant9 ntrus!e dea.
Tal"n# more a,out sucdal feeln#s +ll ,e#n to 'elp clarf/ for clents9 as +ell as t'erapsts9
'o+ t'e t'ou#'ts are e.perenced and mana#ed.
W'en assessn# sucde rs"9 t'erapsts need to consder +'et'er t'e clent 'as suffcent
capact/ or ntellectual maturt/ to ma"e a decson to end t'er o+n lfe. -.pressn# sucdal
t'ou#'ts s #enerall/ n tself nsuffcent to ?ustf/ ,rea"n# confdentalt/ a#anst a clent;s
e.pressed +s'es. Bond 600007 pro!des a 'elpful summar/ of t'e specfc factors t'at
t'erapst need to consder n suc' crcumstances9 ncludn# t'ree prmar/ scenaros&
T'e clent s competent to ma"e t'er o+n decsons o!er treatment and to ta"e control
o!er t'er l!n# or d/n#
T'ere s dou,t a,out t'e nd!dual;s mental state and t'erefore t'er capact/ to ma"e
decsons a,out sucde
T'e clent clearl/ lac"s t'e capact/ to understand t'e conse=uences of t'er potental
actons and s t'erefore at '#' rs" of sucde.
4etermnn# t'e :capact/; or :mental state; of a clent s notorousl/ dffcult and often onl/
clarfed +t' t'e n!ol!ement of specalst mental 'ealt' ser!ces. T'erapsts are not
e.pected to underta"e an assessment of an nd!dual;s mental state or capact/. Ho+e!er9
n ma"n# ?ud#ments a,out t'e safet/ of t'e clent and poss,le safet/ of t'e clent and
poss,le referral to a 2% or mental 'ealt' ser!ces9 t'e t'erapst needs to ,e a,le to
demonstrate t'at t'e/ 'a!e carefull/ consdered t'e clent;s r#'t to autonom/ and
confdentalt/ a#anst t'e rs" of sucde presented n t'e sesson.
*"%P&$DI$G T& %!ICID" *I%+
T'ere are a num,er of 'elpful +a/s n +'c' a t'erapst can e.plore sucde +t' a clent.
As"n# t'em to rate t'e ntenst/ of t'er sucdal t'ou#'ts can ,e useful. Offern# a 0)10
scale 6+'ere 0 e=uals no ntenton to act and 10 e=uals an mmedate ntenton to act7 'elps
n t'e process of understandn# t'e mmedac/ of rs". If t'e su,?ect!e score s '#'9 as"
t'e clents +'et'er t'e/ 'a!e planned 'o+ t'e/ m#'t "ll t'emsel!es9 or consder +'et'er
t'e rs" s from a more spontaneous or mpuls!e ac. W'ere t'e rs" of sucde s from an
mpuls!e act9 'elp clents dentf/ 'o+ or +'et'er t'e/ feel a,le to resst suc' mpulses9
per'aps ,/ tal"n# t'rou#' specfc scenaros.
Some t'erap/ a#ences use dfferent approac'es to 'elp dentf/ actual or potental rs" n
t'er clents. $or e.ample9 COR- or Clncal Outcomes n Routne -!aluaton S/stem
6COR- S/stem 2roup9 111K79 a +del/ used pre) and post)t'erap/ tool9 can :fla#; rs" ssues
for t'e practtoner. Some t'erapsts fnd t's 'elpful n structurn# a dscusson +t' t'er
clents a,out rs" as part of t'e contractn# or t'erapeutc process.
A clent;s o+n copn# strate#es reman one of t'e most s#nfcant resources n mana#n#
sucdal deas. As"n# clents 'o+ t'e/ 'a!e "ept t'emsel!es al!e and +a/s n +'c' t'e/
'a!e pre!ented t'emsel!es from actn# on t'er t'ou#'ts m#'t 'elp to de!elop or renforce
future copn# strate#es. A clent;s un+lln#ness or na,lt/ to contnue to dentf/ and use
suc' strate#es m#'t ndcate t'at t'e/ are no lon#er a,le to "eep t'emsel!es safe.
4scussn# +'at support m#'t ,e a!ala,le to sucdal clents outsde t'erap/ s also crucal.
T's m#'t nclude faml/9 frends or ot'er sources of 'elp suc' as ot'er professonals or out)
<<
of)'ours :'elplnes;. -=uall/ mportant s t'e clent;s +lln#ness or a,lt/ to access suc'
support +'en needed. If a clent does not feel a,le to contact support at tmes of '#'er
rs"9 t +ould ,e necessar/ to 'elp t'em consder factors t'at m#'t ma"e usn# suc'
support more l"el/. If t'e clent s not a,le to consder +a/s n +'c' t'e/ could use support
+'en sucdal feeln#s are most ntense9 t'en concerns m#'t ,e ncreased a,out t'er
on#on# safet/.
Some t'erapsts use +'at are called :no)'arm; contracts n t'er +or". T'ese are
a#reements9 +rtten or !er,al9 +'ere t'e clent #!es a commtment not to act on sucdal
t'ou#'ts ,et+een sessons and to contact support ser!ces s'ould t'e/ feel una,le to
mana#e sucdal t'ou#'ts an/ lon#er. W'le :no)'arm; contracts s'ould not replace an
'onest and open dscusson +t' clents a,out t'er sucdal feeln#s or a more consdered
assessment of rs"9 t'e/ ma/ ,e 'elpful n communcatn# an empat'c response to a
sucdal clent +'le ac"no+led#n# t'er autonom/ and respons,lt/. Ho+e!er9 t'erapsts
s'ould reflect on +'et'er a !er/ dstressed clent s a,le to ma"e suc' a commtment o!er a
lon#er perod and to c'ec" 's or 'er percepton and understandn# of t'e reasons for suc'
a#reements.
Rs" assessment s an :ne.act scence;. It s mposs,le to ,e a,le to predct +t' an/
certant/ 'o+ an nd!dual +ll react to dffcult or c'an#n# crcumstances. T'erapsts
s'ould not t'n" t'e/ 'a!e to ac'e!e t'e mposs,le and predct t'e future. Ho+e!er9 ,/
dscussn# n detal +t' clents t'er sucdal feeln#s and t'ou#'ts9 and 'o+ t'e/ m#'t
react to t'em9 t'e t'erapst s ,etter placed to ma"e decsons a,out 'o+ ,est to respond.
T'at m#'t nclude contnun# to +or" +t'n t'e ,oundares of t'e confdental t'erapeutc
relatons'p or dscussn# concerns +t' ot'er people +t' or +t'out t'e clent;s permsson.
Aa"n# a decson to dsclose nformaton remans one of t'e most dffcult decsons for
t'erapsts to ma"e. Careful contractn# from t'e outset9 n +'c' t'e e.ceptons to
confdentalt/ are clarfed9 to#et'er +t' an e.planaton of +'at acton ma/ ,e made n
t'ese crcumstances9 ma/ a!od potental pro,lems +t' dsclosure. It s mportant to a#ree
t'e parameters of confdentalt/ +t' t'e clent so t'at t'ere s al+a/s transparenc/ and an
understandn# of t'e crcumstances n +'c' a t'erapst ma/ ,e o,l#ed to dsclose to
anot'er part/. Ho+e!er9 f t'e t'erapst feels t'at9 despte tal"n# t'n#s t'rou#'9 t'e clent
remans at mmedate rs" to t'emsel!es and s un+lln# or una,le to consent to t'e
dsclosure of nformaton to a t'rd part/9 t s mportant t'at t'e t'erapst acts on t'er
concerns =uc"l/ and appropratel/.
T'ere are a num,er of poss,le +a/s n +'c' t's can ,e done. It m#'t ,e approprate to
contact t'e clent;s 2% to e.press specfc concerns a,out t'e nature of t'e sucde rs" and
to dscuss 'o+ t'e clent m#'t need to ,e responded to. In some re#ons t m#'t ,e
poss,le to contact a Aental Healt' Crss Team +'o could consder a ran#e of responses
+t' t'e t'erapst and t'e clent. Some practtoners also a#ree +t' clents at t'e ,e#nnn#
of t'erap/ t'e name of a person t'e clent +ould l"e to ,e contacted n t'e e!ent of an
emer#enc/. Ho+e!er9 f t's person s a frend or relat!e9 t'e t'erapst stll needs to ensure
t'e/ 'a!e suffcent nformaton a,out a clent to contact a professonal +'o s a,le to #!e
addtonal specalst support9 f t's s re=ured.
C&$FID"$TIA#ITY A$D *"C&*D%
W'en +or"n# +t' sucdal clents9 t'erapsts +ll adopt dfferent approac'es t'at reflect t'e
comple.tes of t'e partcular person and t'e t'erapeutc relatons'p. One of t'e most
s#nfcant an.etes for t'erapsts +'en facn# sucde rs" s +'et'er to dsclose nformaton
and s'are t'er concerns +t' anot'er person9 per'aps t'e clent;s #eneral practtoner.
2!en t'e mportance t'at confdentalt/ 'as n de!elopn# and mantann# a t'erapeutc
<5
relatons'p9 t s essental9 as mentoned earler9 t'at t'e or#nal contract ncludes an
a#reement and an understandn# of stuatons n +'c' nformaton ma/ ,e dsclosed.
T'e Ethical Framework for Good Practice in Counselling and Pschothera! states t'at
confdentalt/ s a :fundamental re=urement for "eepn# trust. Addtonall/9 dsclosn#
nformaton +t'out t'e e.press consent of t'e clent re=ures :commensurate consderaton;9
:counsellors s'ould ,e prepared to ,e readl/ accounta,le to clents and collea#ues f t'e/
o!errde a clent;s "no+n +s'es; 6BAC%9 00007. T'e Ethical Framework does not re=ure
t'e t'erapst to ,rea" confdentalt/ +t' a clent +'o s suspected of ,en# at '#' rs" of
sucde9 ,ut nstead reco#nses t'e mportance of t'e t'erapst;s ?ud#ment a,out t'e ,alance
,et+een potental 'arm to t'e clent of et'er dsclosn# nformaton or mantann#
confdentalt/.
T's s a dffcult ,alance for t'erapsts to ac'e!e. 4sclosure n t'e a,sence of a stron#
,elef t'at t'e clent presents an mmedate rs" to t'emsel!es potentall/ creates a stuaton
n +'c' t'e t'erapst could ,e sued ,/ t'e clent for ,reac' of confdence9 partcularl/ f t'e
reputaton of t'e clent s dama#ed n t'e process 6Bond9 00007. Alternat!el/9 falure to
dsclose +'en t'ere s a stron# ,elef t'at t'e clent presents an mmedate rs" to
t'emsel!es and su,se=uentl/ ta"es t'er o+n lfe9 ma/ lead a t'erapst to 'a!n# to defend
t'emsel!es a#anst t'e accusaton of falure n t'er dut/ of care. T's ma/ also contradct
t'er or#ansatonal polc/ n suc' crcumstances. T'ese ssues are more full/ dscussed ,/
Sen"ns 600007. 4anes et al 6111(7 offer t'ree factors t'at ma/ ,e mportant n determnn#
dut/ of care&
W'et'er t'e clent;s sucde +as foreseea,le
W'et'er9 f t'e sucde rs" +as "no+n or s'ould 'a!e ,een nferred ,/ t'e t'erapst9 t'e
t'erapst too" approprate precautonar/ measures
W'et'er t'e t'erapst offered 'elp n a rela,le and dependa,le +a/.
2!en t'at t s al+a/s mposs,le to "no+ accuratel/ +'et'er clents +ll act on t'er sucdal
t'ou#'ts9 t'e t'erapst must artculate clearl/ to t'er clents9 super!sors and lne mana#ers9
and n an/ notes t'e/ ma/ "eep9 t'e specfc reasons for t'er actons. T'ese ma/ nclude&
T'e reasons +'/ t'e t'erapst ,ele!ed dsclosure +as n t'er clent;s ,est nterests
W'at t'e purpose of dsclosure +as9 e# referral for ps/c'atrc assessment
W'/ t +as not poss,le to #an clent consent. T's ma/ ,e ,ecause t'e clent +as
una,le to #!e t'er nformed consent at t'at pont due to t'e le!el of t'er emotonal
and3or p'/scal dstress.
Ho+ or +'et'er t'erapsts ma"e notes of sessons depends upon t'e settn# of t'erap/ and
t'e nd!dual c'oce of t'e t'erapst. Aan/ statutor/ a#ences suc' as 'ealt' trusts and
socal ser!ces re=ure t'at compre'ens!e notes ,e mantaned. Some t'erapsts n pr!ate
practce9 'o+e!er9 ma/ c'oose not to ma"e an/ notes at all. In so don# t'e/ need to ,e
a,le to ?ustf/ t's decson. If notes are made9 t'e/ must compl/ +t' t'e 4ata %rotecton
Act 111K 6see BAC% Informaton S'eet 219 BAC%9 00037. T'e process for t'e ma"n#9
s'arn# and storn# of notes needs to ,e ,ot' transparent and understood ,/ t'e clent9 and
+'en notes are made t'e/ s'ould ,e suta,le for t'e purpose for +'c' t'e/ are ,en#
+rtten. $urt'er #udance on note ma"n# can ,e found n "#CP $nformation Sheet P%&'
BAC% 0003.
W'en +or"n# +t' sucdal clents9 notes can pro!de an mportant record of +'at
nter!entons +ere made and t'e ratonale for t'em. $or e.ample9 t can ,e 'elpful for t'e
t'erapst to record t'e follo+n#&
Specfcall/ 'o+ t'e clent e.pressed t'er sucdal t'ou#'ts or ntent
<B
Specfcall/ 'o+ t'e t'erapst responded to t'e e.pressed rs" of sucde N +'at t'e/
sad and +'at t'e/ dd
T'e factors t'at su##ested t'at sucde +as more l"el/
T'e factors t'at su##ested t'at sucde +as less l"el/
T'e outcome of t'e sesson9 e an/ consultaton +t' t'rd partes9 suc' as a super!sor9
+'et'er confdentalt/ +as mantaned or not9 and +'et'er t'e clent +as n a#reement
+t' t'e outcome.
T'ese ponters ma/ 'elp t'erapsts to structure an/ notes follo+n# a sesson +t' a sucdal
clent. Ho+e!er9 notes +ll also reflect t'e nd!dualt/ of t'e t'erapst and or#ansatonal
re=urements.
%!P"*8I%I&$ A$D %"#F CA*"
T'e Ethical Framework for Good Practice in Counselling and Pschothera! states9 :T'e
t'erapst;s +ell,en# s essental to sustann# #ood practce; 6BAC%9 00007. T's s true for
all t'erap/ and partcularl/ so for +or"n# +t' sucdal clents. Researc' su##ests t'at t'ere
ma/ ,e a ln" ,et+een +or"n# +t' sucdal clents and !carous trauma 6$o. and Cooper9
111K6. T'ere are se!eral factors t'at are mportant for t'e t'erapst to consder +'en
reflectn# on 'o+ +or"n# +t' sucdal clents affects t'em. $o. and Cooper dentf/ se!eral
ssues9 ncludn#&
2ult o!er one;s perce!ed falure to reco#nse +arnn# s#ns
$ear of one;s ncompetence or rrespons,lt/
S'ame from a sense of perce!ed :falure;
$ear of lt#aton
$ear of ,lame ,/ t'e clent;s faml/3frends and collea#ues.
All t'ese factors can n',t t'e strate#es t'at m#'t usuall/ ,e used to support practce.
$or e.ample9 t'e fear of ,lame could n',t t'e use of peer support from collea#ues. It s
mportant t'at t'erapsts consder +a/s n +'c' t'e/ need to support t'emsel!es. $or
t'ose +or"n# +t'n a team settn#9 t'e dscusson m#'t nclude 'o+ t'e team can support
on#on# +or" and 'o+ t'e/ m#'t respond n t'e e!ent of a clent deat'. All t'erapsts can
'elpfull/ consder factors t'at m#'t n',t t'em from accessn# usual support s/stems and
+a/s of c'an#n# t's.
T'e role of super!son n +or"n# +t' all clents9 and partcularl/ sucdal clents9 s central.
T'erapsts +ll often loo" to+ards t'er super!sors for support and encoura#ement n
addton to consultaton and #udance. W'en poss,le9 consultaton +t' a super!sor n t'e
e!ent of mmedate concern o!er a clent can ,e n!alua,le n 'elpn# t'e t'erapst to reman
clent)centred rat'er t'an an.et/)dr!en. It s 'elpful to tal" '/pot'etcal stuatons t'rou#'
+t' a super!sor pror to t'ose stuatons arsn# n practce and to "eep sucde on t'e
super!son a#enda. Suc' dscussons can nclude mutual e.pectatons9 t'ou#'ts and
feeln#s n addton to mportant practcal ssues.
Contractn# consderatons m#'t nclude +'en and 'o+ a super!sor +ould e.pect to ,e
contacted outsde of usual super!son sessons. %ersonal !e+s a,out sucde9 nfluenced
,/ rel#ous9 cultural9 p'losop'cal or et'cal postons9 can nfluence our responses to
sucdal clents. It s mportant t'at +e pro!de tme to reflect on our o+n !e+s and feeln#s9
and 'o+ our responses to clents relate to our o+n poston.
C&$C#!%I&$
<(
T'erap/ can ,e an n!alua,le resource to clents +'ose dstress s so #reat t'at t'e/ are
consdern# sucde. It s essental9 'o+e!er9 t'at t'e t'erapst ta"es act!e steps to ensure
t'at t'e t'erapeutc process s supported. T'e fear of lt#aton and of :#ettn# t +ron#; can
,e !er/ po+erful N t s an et'cal mperat!e t'at decsons re#ardn# t'e safet/ and
confdentalt/ of t'e clent relatons'p are ta"en for t'at nd!dual;s +ell,en#.
T'e areas consdered 'ere can 'elp pro!de +a/s of supportn# ,ot' practce and t'e
t'erapst. 8ltmatel/9 t s mposs,le to "no+ +t' an/ certant/ 'o+ a clent m#'t react to
lfe e!ents. Ho+e!er9 t s poss,le for professonal ?ud#ments to ,e ,ased on nformed
"no+led#e9 +'c' n turn can pro!de t'e safest en!ronment for suc' dffcult ssues to ,e
e.plored.
#ndrew (eeves )*#' C+S,' -i!S,' "#CP accredited thera!ist. is a /ualified social
worker and thera!ist and works full time as a universit thera!ist at the 0niversit of
Liver!ool1 He has man ears2 e3!erience of working in !schiatric settings and in an
emergenc mental health crisis team' and has undertaken e3tensive research into suicide
risk assessment for thera!ists1
Pat Se4er )*#' F"#CP' "#CP accredited thera!ist. is a manger and lead thera!ist for GP
thera! services in Liver!ool' and a freelance trainer and su!ervisor in the voluntar sector1
She is de!ut chair of FHCP with s!ecial res!onsi4ilit for thera!ist em!loment issues1
>T'erapst s used to denote counsellors and ps/c'ot'erapsts t'rou#'out t's nformaton
s'eet.
@5 P#AC"'"$T% )IT4 T4" C&!$%"##I$G %"*8IC" AT T4" T*!%T
T'e Lo+ Cost Clnc +as set up n 0003 to ,ot' ad'ere to BAC% re#ulatons and offer a
placement ser!ce for ,ot' clents and students. Wt' t's n mnd +e 'a!e set up a clnc
+'ere +e re=ure all students +'o +s' to ta"e ad!anta#e of t'e placement ser!ce to
re#ster t'er detals +t' t'e Counselln# Ser!ce. S#n)off from /our super!sors +ll ,e
re=ured. @our re#straton detals +ll ,e "ept on fle and used ,/ t'e Counselln# Ser!ce to
place clents accordn# to /our e.perence9 a!ala,lt/ and partcular nterests or areas of
e.pertse. @our super!sor +ll ,e contacted +t' t'e detals of a clent for a partcular tranee
accordn# to t'ese crtera. $or t's reason +e need as muc' nformaton ,ot' n terms of lfe
e.perence and t'erap/ e.perence as poss,le on t'e re#straton form.
In "eepn# +t' t'e !ast ma?ort/ of placements and n order to ad'ere to BAC%
re=urements9 /ou +ll not rece!e mone/ from t'e clents. T'e T10 sessonal fee +ll #o to
t'e Counselln# Ser!ce n order to co!er costs and /ou +ll ,e re=ured to collect t'e fees
from t'e clent and pa/ t'em nto t'e Counselln# Ser!ce 6+e +ll re=ure t'e fees on a
mont'l/ ,ass9 'o+e!er t s up to /ou and /our clent as to +'et'er t'e/ #!e t'e mone/ to
/ou +ee"l/ or mont'l/7 N a mont'l/ pa/ment form +ll ,e pro!ded upon allocaton of a clent
and furt'er forms can ,e o,taned from Recepton as and +'en re=ured.
@ou +ll not ,e re=ured to pa/ a room fee for placement clents and n order to assst room
,oo"n#9 all /ou need to do s #!e Sandra t'e clent reference num,er and s'e +ll ,oo" /ou
a room for no c'ar#e under t'e Counselln# Ser!ce. Ho+e!er /ou +ll 'a!e to attend
mont'l/ super!son and +ll ,e la,le to+ards part of t'e cost of t's super!son
arran#ement 6detals +ll ,e communcated ,/ t'e Counselln# Ser!ce Aana#er7.
8ltmatel/9 our #oal s to offer e!en more lo+ cost places to clents and t'erefore ncrease
t'e num,er of clent practce a!ala,le for students9 t'us offern# a ser!ce t'at +e ,ele!e s
<K
,enefcal to ,ot' t'e tranees and clents al"e. Our am s to consstentl/ "eep do+n t'e
+atn# tme for clents from t'e pont +'ere +e rece!e t'er detals9 and to create a ser!ce
t'at can assst tranees n ac=urn# clent e.perence and ac'e!n# t'er placement
re=urements. T'e placement +t' t'e counselln# ser!ce at t'e Trust s open to all our
students 'o+e!er +e can onl/ #uarantee t'e referral of one clent per student. T'erefore n
order to fulfl t'e course re=urement t'e student +ll need to ta"e respons,lt/ n
researc'n# anot'er placement and t s '#'l/ recommended t'at t'e Trust Counselln#
Ser!ce ma/ not ,e t'e onl/ placement for t'e student.
T'e /ello+ re#straton forms can ,e o,taned at t'e recepton and +ll need to ,e flled out
and s#ned off ,/ /our super!sor on a /earl/ ,ass. If /ou are unclear a,out an/t'n# t'en
/ou are +elcome to #!e $elctas Aander a call. S'e s t'e Counselln# Ser!ce Aana#er
and s 'app/ to ans+er an/ of /our =uestons. %'one 'er on 000 (<03 (K1< et'er
Tuesda/s or Wednesda/s.
P*&C"D!*"% F&* A%%"%%'"$T &F C#I"$T% AT T4" T*!%T
a7 T'e call s rece!ed ,/ t'e Counselln# Ser!ce and responded to as soon as poss,le.
,7 T'e potental clent s sent nformaton a,out t'e Trust9 %s/c'os/nt'ess and t'e
Counselln# Ser!ce. T's ncludes a =uestonnare t'at t'e clent s as"ed to complete
and return f s3'e +s'es to #o a'ead +t' counselln#.
c7 T'e Aana#er of t'e Counselln# Ser!ce +ll read t'e =uestonnare and a telep'one
assessment +ll ,e carred out to ma"e sure t'at t'e clent s an approprate referral for a
tranee counsellor and f so and n con?uncton +t' t'e trann# super!sor t'e
counselln# mana#er +ll pass t'e =uestonnare9 plus referral forms9 to t'e tranee. S'e
+ll endea!our to ensure t'at a!ala,le clents are offered to all tranees +'o appl/ to t'e
Clnc as a placement9 farl/ and e=uall/.
d) The student contacts the client sets up a free of c'ar#e ntal nter!e+. T'e student
e.plans t'e practce clent s/stem full/ to t'e prospect!e clent9 ncludn# t'e s.
sesson contract and super!son. Students see practce clents on ste at t'e Trust. He
or s'e ta"es an :Intal Inter!e+; nter!e+9 ncludn# 's3'er personal responses to t'e
potental clent.
A5 &T4"* P#AC"'"$T &PP&*T!$ITI"%
%lease note t'at %lacement opportuntes c'an#e all t'e tme ) so none of t'e follo+n# s
set n concrete.
%lacements +ll re=ure a CM and references9 sometmes from t'e student;s super!sor or
traner9 ,ut sometmes also a c'aracter reference from an emplo/er.
T's s a lst of some of t'e a#ences +'c' offer placements to tranee counsellors&
#&$D&$ P#AC"'"$T%
Caris D .erea6ement %er6ice9 St Aar/;s C'urc'9 As'le/ Road9 London N11 3A4
Tel & 000 (0K1 5000
<1
The City #it5 Stu"el/ Street9 London WC0B 5LS
Tel & 000 (<10 0530
#ondon 'etropolitan !ni6ersity9 1BB)000 Hollo+a/ Road )London N( K4B
Tel & 000 (133 0013
'I$D
Goldsmiths College9 00 Laure 2ro!e London S-1< BNH
Tel& 000 (111 (<(0
#o3er Clapton 4ealth Centre9 Hac"ne/9 London9 -5
Tel& 000 K111 5000
The %tress ProMect9 S'el,ourne House9 0 S'el,orne Rd.9 Hollo+a/ Isln#ton N( B4L
Tel& 000( (00 313K
Terrence 4iggins Trust9 Central London9 50)5< 2ra/s -nd Rd9 London WC1 KS89
Tel& 000( K10 1B00
%outh3ar1 Carers9 Cam,rd#e House9 131 Cam,er+ell Road9 S-5 0H$
Tel& 000 ((0K <<1(
.arnet .erea6ement ProMect9 1(( Lecester Road Ne+ Barnet Herts9 -N5 5-B
Tel& 000 K<<1 35(0
City and 4ac1ney 'I$D AE09 Tudor Road London -1 (SN
Tel& 000 K1K5 <031
Phoeni7 Counselling %er6ice9 511 Heat'+a/ 4a#en'am RA1 5AU
Tel& 000 K1K< 1KK(
*ichmond Counselling %er6ice9 Rale#' Road9 8nted C'urc' Hall9 Rc'mond9 Surre/9
TW1 04V9 Tel& 000 K1<K (KK1
Forest 4ealthcare Trust .erea6ement %er6ice9 W'pps Cross Hosptal9 W'pps Cross
Road9 Le/tonstone9 -11 1NR Tel& 000 K531 5510
.
The *edcliffe ProMect ( %4A*P9 11 Redclffe 2ardens9 London SW10 1B2
Tel& 000( 350 0550
!ni6ersity of $orth #ondon Counselling %er6ice9 1BB)000 Hollo+a/ Road9 London N(
K4B
%piral9 0 S'er,ourne Road9 Isln#ton9 London N( B4L
Tel& 000 (B0( <<03.
The 'etro Centre <#G.T>9 2reen+c' )Norman 'ouse9 110)11< Norman Rd9 S- 10 1OS
6t'ere s also a Mau.'all ,ranc'7
info5metrocentreonline1org

#ondon friend <#G.T>9 KB Caledonan Road9 N1
Tel 000 (K33 1B(<
T'e 2AI %artners'p 6for men +'o 'a!e se. +t' men7
6%ost!e -ast9 Aetro Centre9 West London 2a/ menEs %ro?ect7
50
&ne in Four9 011 Bromle/9 Belln#'am9 S-B 0%2
Tel& 000K B1( K000
Camden #istening ( Counselling %er6ice9 Trnt/ 8nted Reform C'urc'9 Buc" St9
Camden9 London9 NW1 KNS
Tel& 000( <K0 B000
*ichmond Carers Centre9 Rc'mond Carers Centre9 5 Brar Road9 T+c"en'am9 TW0 BRB
Tel& 000K KB( 03K5
)imbledon Guild Counselling %er6ice9 2uld House9 30)30 Worple Rd9 Wm,ledon9
London9 SW11 <-$
Tel& 000K 1<B 0(35
)est #ondon Centre for Counselling9 13(A Conn#'am Rd9 W10 KB8.
Tel& 000 K(<3 K0B0
Camden9 City9 Islington ( )estminster .erea6ement %er6ice9 013 N 011 Lents' To+n
Rd9 NW5 0TS
+ingston )oman:s Centre9 B1 Can,ur/ %ar" Rd9 Ln#ston)8pon)T'ames9 Surre/9 LT0
BL2
Tel& 000K 5<1 11<1311B<
+ingston .erea6ement %er6ice9 Welcare House9 53355 Can,ur/ %ar" Rd9 Ln#ston9
Surre/9 LT0 BLO
Tel& 000 K5<( 1550
Priory 4ospital9 %ror/ Lane9 Roe'ampton9 SW15 5SS
Tel& 000K 310 <015
The City and "ast #ondon .erea6ement %er6ice9 B1 %'lpot St9 W'tec'apel9 London9 -1
0SH
Tel& 000(0<( 1001
+airos in %oho #td59 8nt 109 Arc'er Street studos9 W14 (AU
Tel 000 (<3( B0B3
P#AC"'"$T% &!T%ID" #&$D&$
The Focus ProMect Druglin19 Trefol House9 Red Lon Lane9 Hemel Hempstead9 Herts H%3
1T-
Tel& 01103 0B0(0(
&pen 4ouse Counselling Agency for Young People9 2uldford @ACA9 Brd#e St9
2uldford9 281<SB
Tel& 0(1300<(((K
The #istening Post9 Admralt/ House9 11A Spa Rd9 2loucester9 2L1 18@
Tel& 01<50 3K3K00
The &li6e .ranch Christian Counselling %er6ice9 1< Clement St9 Wnc'ester9 Hants9
SO03 1HH
Tel& 011B0 K<0K5K
51
%omerset Counselling Centre9 3K Bel!edere Rd9 Taunton9 TA1 1H4
Tel& 01K03 33(0<1
Psychotherapy 4ome Counties9 ,00b Ditchling *d9 .righton9 %usse75
Tel; 02@, /-00/
The Focus ProMect9 2a,le House9 %rnce -d+ard St9 Ber"'amsted9 Herts9 H%< 3-U
Tel& 01<<0 K(B055
'ind in 'id 4erb9 13(A Hatfeld Rd9 St Al,ans9 Her,9 AL1<LU
Tel& 01(0( KBK0(0
Cots3old Counselling ( %upport Centre9 03 S'eep Street9 Crencester9 2los 2L(1OW
Tel&010K5 KK5K30
#istening Post Counselling %er6ice9 @ACA Buldn#9 Se,ert St. 2loucester 2L1 3BS
Tel & 01<50 3K3 K00
)antage Counselling %er6ice9 B Ne+,ur/ Street Wanta#e9 O.fords're OV10 KBS
Tel& 01035 (B1(<<
The *uby Centre ProMect N on t'e Suffol" -ast Coast
***(thernbycentre(org(uk
+inergy9 <1 Br!anna Rd9 Ln#s+ood9 Brstol9 BS15 KB2
Tel& 011( 10K ((10
'id +ent College9 Horsted Centre9 Aadstone Rd9 C'at'am9 Lent9 A-5 18O
Tel& 01B3< KK<<0(
F&* "HP"*I"$C"D C&!$%"##&*% &$#Y 6T'ose on one /ear Certfcate Course or
AA7
The Psychotherapy %upport Team9 Ln#;s Colle#e Hosptal9 4enmar" Hll9 London9 S-5
1RS
Tel& 000 3011 1000
Ot'er sources& In t'e l,rar/9 /ou +ll fnd copes of T'erap/ Toda/ ) a ?ournal pu,ls'ed ,/
BAC%. T'e ?ournal 'as a :Notce,oard; secton9 +'c' lsts a#ences offern# placements to
counsellors n trann#.
50
0 Addendum
Guidelines on Changes in Clinical 4ours
T'e BAC% re=urement for clncal 'ours s #on# to c'an#e from 100 to 150 'ours for
%24p #roups startn# n $e,ruar/ 001<.
T'ese c'an#es +ll ,e p'ased nto our trann#. %lease see ,elo+ t'e re=urements for /our
#roup&
Group -/ 6CN20 startn# $e, 00107
5 Case %tudy 2 E A mnmum of 50 o!erall clent 'ours s re=ured at t'e tme of +rtn#
case stud/
25 Clinical hours ) Completon of 100 clncal 'ours at t'e end of CN20
Group -0 6CN21 startn# Sep 00117
5 Completon of mnmum 00 clncal 'ours at t'e end of CN21
25 Case %tudy 2 ) A mnmum of 50 o!erall clent 'ours s re=ured at t'e tme of +rtn#
case stud/
,5 Clinical hours ) Completon of 100 clncal 'ours at t'e end of CN20
Group -@ 6CN21 startn# $e, 00107
5 Completon of mnmum 00 clncal 'ours at t'e end of CN21
2. Case %tudy 2 ) A mnmum of 50 o!erall clent 'ours s re=ured at t'e tme of +rtn#
case stud/
3. Clinical hours ) Completon of 100 clncal 'ours at t'e end of CN20
53

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