PROFESSIONAL COUNSELLOR - Mental Health Academy

THE
PROFESSIONAL
COUNSELLOR
2008 ISSUE
03
The Australian Institute of Professional Counsellors National Newsletter
1 Introduction – The Small Group in Counselling and Therapy
9 Inside the Institute – Vocational Graduate Qualifications
10 Working with Groups – Successful Team Management
16 Counselling Applications – Group Work Tools
19 Social Issues – “Reaching Out from the Death Row”
20 What our readers had to say on Social Issues
20 Treasures for Inspiration
21 Counselling Dilemma – Counsellors comment on Ethical Issues
22 Book Review – Principles of Group Treatment
23 Graduate Success Stories
24 Assignment Hints and Tips
25 Technology in Our Practice
26 Staff Profiles – Irena Jaskiewicz
27 Special Events – Graduations
28 State News
32 Seminars

Contents
032008
REGULARS
19 Social Issues
– “Reaching Out from the Death Row”
20 What our readers had to say on Social Issues
20 Treasures for Inspiration
21 Counselling Dilemma
– Counsellors comment on Ethical Issues
22 Book Review
– Principles of Group Treatment
23 Graduate Success Stories
24 Assignment Hints and Tips
25 Technology in Our Practice
Dr Angela Lewis
26 Staff Profiles
– Irena Jaskiewicz
28 State News
32 Seminars
Back Cover Key Words in Counselling
FEATURES
1 Introduction
– The Small Group in Counselling and Therapy
By Louise Whitehead
9 Inside the Institute
– Vocational Graduate Qualifications
10 Working with Groups
– Successful Team Management
16 Counselling Applications
– Group Work Tools
27 Special Events
– Graduations
© The Professional Counsellor
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contained in articles or advertisements is accurate, nor accepts liability or responsibility for any action arising
out of information contained in this newsletter.
Front Cover Illustration –
“Group Work”
THE PROFESSIONAL COUNSELLOR
Issue 03, 2008
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03 2008
FEATURE
Introduction -
The Small Group in Counselling and Therapy
“We must conclude that the psychology of groups is
the oldest human psychology” ~ Sigmund Freud
From the beginning of time people have
congregated in groups to ensure their survival,
development, and evolution. The knowledge that there
was safety in numbers was a motivating factor in the
earliest gatherings of people. Other factors that drew
people together were spiritual in nature as groups of
people congregated to worship, celebrate, and
perform ritual dances.
These original groups were formed naturally either
by shared ancestry, mutual need, or common belief. In
noting these beginnings Rudestam (1982) states:
“Despite the pervasiveness of such groups throughout
history, the connections between them and the
deliberate use of group process to foster personality
change in the twentieth century have not been made
explicit” (p.1). Although early theorists did not directly
connect or address the behavior of individuals in
groups in relation to therapeutic possibilities,
sociologists and social psychologists did actively begin
to raise questions and investigate the nuances of
collective behavior late in the nineteenth century
(Hare, 1992).
J.R. and L.M. Gibb (1978) observed that “groups
form the fabric of the society in which we live” (p.
106) and early investigations focused primarily on
examining the effects of social influences on the
behavior of individuals. One such exploration, credited
to psychologist Norman Triplett in 1887, demonstrated
that a cyclist’s performance could be significantly
improved if he or she was accompanied or paced by
another rider (Bonner, 1959; Rudestam, 1982).
Other researchers of this time studied the effect of
working alone versus working in groups, pertaining to
the performance of children in school, the influence of
a group on thought processes, and the effect of
competition on performance (Bonner, 1959). F.H
Allport, whose work is frequently documented in the
early literature on groups, found that individuals
working in a group produced more verbal associations
and presented such associations with greater speed
that did individuals working alone (Allport, 1920).
Later investigators (Comrey & Staats, 1955;
Goldman, 1965) went onto compare individual and
group performance using different combinations of
individuals with varying initial ability. They found that
the improved performance demonstrated by working
in a dyad or a group was dependent on the initial
ability levels of the individuals who were in
combination.
In their review of the literature, Rosenbaum and
Berger (1975) conclude that the primary early
researchers noted for investigating small group
phenomena were: Charles H. Cooley, who first
defined the concept of “the primary group” as the
“face-to-face” group primarily involved with “intimate
cooperation”; Gustave Le Bon, who first described the
group as a “collective entity - a distinct being”; and
George Herbert Mead whose work, along with that of
Cooley, was “of prime significance in the early history
of group dynamics” (p.13).
From these early explorations into the forces
affecting individuals as they participated in groups
evolved the use of groups as vehicles to promote
change. One of the first practitioners credited with
using this approach was Joseph Pratt, a Boston
internist. Although Pratt originally used groups to
save time in educating and supporting patients
suffering from tuberculosis, he later became aware of
“From these
early
explorations into
the forces
affecting
individuals as
they participated
in groups
evolved the use
of groups as
vehicles to
promote
change.”
the therapeutic value of
the format, in particular
the interactions among
members of such groups.
His work is acknowledged
as an important forerunner
to present-day
psychotherapy
(Scheidlinger & Schamess,
1992).
Recognised as being the
“founder of the study of
modern group dynamics”
(Luft, 1984, p.8), social
psychologist Kurt Lewin’s
work as a theorist and
researcher in the
investigation of group
dynamics had a significant
impact on the use of
groups as agents for change (Smith, 1980a).
The work of Lewin and his associates is credited
with having a direct bearing on the invention of the T-
group (training group), from which evolved the
encounter and sensitivity groups of the 1960s and
1970s. The widespread interest on these groups grew,
in part, from the increasing feelings of alienation that
were experienced by an expanding portion of an
increasingly mobile society (Scheidlinger & Schamess,
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03 2008
1992). Looking ahead, Kottler and Forester-Miller
(1998) believe that people in the twenty-first century
will look for more structured groups to experience a
sense of community. This need to feel connected to
others stems from increasing social unrest and
violence, larger impersonal cities, and the solitary
aspects of computers and television.
Most reviews of the historical development of group
work methods mark World War II as being a catalyst
to increased interest and innovation in the use of
groups (Rosenbaum, 1976; Scheidlinger & Schamess,
1992; Smith, 1980b). The shortage of trained therapists
and the need to treat an increasing number of veterans
precipitated a greater use of groups for therapy.
Around this time the work of J.L. Moreno, who is best
remembered as the founder of psychodrama, was
gaining much recognition.
He is credited with organising the first society of
group therapists, coining the term “group
psychotherapy,” and introducing the first professional
journal on group therapy (Blatner, 1989). The basic
premise of Moreno’s psychodrama was an action
technique to bring about both mental and emotional
catharsis for the purpose of relieving tension.
Although intense and extensive training is required to
qualify as a certified director of psychodrama, several
of the individual techniques can be learned and
effectively used by leaders of small groups. Indeed,
many explorative and spontaneous group leaders have
intuitively used techniques, such as role reversal and
“Most reviews of
the historical
development of
group work
methods mark
World War II as
being a catalyst
to increased
interest and
innovation in the
use of groups”
mirroring, as part of roleplaying
sessions without
thought of any connection
to the classic
psychodrama.
Two trends emerged
from 1932 to the 1960s –
the years known as the
“developmental period” of
group psychotherapy
(Shapiro, 1978). The first
trend was the spreading
application of the group
method in the treatment
of a wider variety of
patient populations and
the second was the use of
groups for purposes of personal growth and
preservation. The latter trend culminated in the 1960s
(Ramey, 1992) where there was “a group for everyone
and everyone was in a group” (Gladding, 1991, p.9).
One would be remiss to leave even such a brief
overview of the developmental period without noting
the emergence of Alcoholics Anonymous.
The founding of this movement in the late 1930s
evolved from the awareness of the potency of
individuals meeting together and interacting in a
supportive way to produce change. This organisation,
which has a well-recorded success rate in helping
alcoholics attain and maintain sobriety, is based on
individuals coming together in groups for the shared
experiences of disclosing, talking, listening supporting,
and learning (Alcoholics Anonymous World Service,
1984). Since then other self-help groups focusing on a
myriad of specific problems have evolved.
Advantages of Groups
Although early group leaders, trained and
entrenched in the one-to-one method of
psychotherapy, tended to carry this format into the
group setting (Ormont, 1992), by the 1950s “group
therapy was emerging as an important modality”
(Dusay & Dusay, 1989, p.412). This new modality was
found to enable clients to develop feelings of
belonging and awareness of others, to increase
socialisation skills, to experience increased selfconfidence,
and to offer opportunities for the
exchange of ideas (Nelson, Mackenthun, Bloesch,
Milan, Unrein, & Hill, 1956).
At the time, Shannon and Snortum (1965) observed
that “by working in a group of limited size, the
patients could be provided with a more closely
supervised opportunity for practicing rudimentary
social skills and receive needed feedback from actual
experience, thereby discovering that he is capable of
handling social situations that formerly prompted his
withdrawal” (p.345). Following this, although research
into the effectiveness of groups was sporadic and
limited (Gladding, 1991), investigations carried out by
sociologists, psychologists, psychiatrists, and other
professionals into the value of small groups
“recognized the group’s curative powers and sought to
use them to achieve therapeutic goals” (Howe &
Schwartzberg, 1986, p. 52).
Since then groups have proliferated with great
vigour and variety among most of the helping
professions. It is difficult, and perhaps not wise, to
generalise, but it seems safe to say that groups have
been effective in short-term psychiatric settings
(Bradlee, 1984; McLees, Margo, Waterman, & Beeber,
1992; Prazoff, Joyce, & Azim, 1986), long-term
psychiatric settings (Waldinger, 1990), counselling for
special populations (Akos, 2000; Firth, 2000) and with
the chronically physically ill (Gonen & Soroker, 2000;
Levine, 1979).
Garland (1992) noted a renewed popularity of
groups in the 1990s that dealt with issues such as
violence, sexual abuse, lawbreaking, addictions,
phobias, and eating disorders. As leaders moved into
the twenty-first century, speculation was that therapists
and counsellors alike would need to be competent in
leading counselling groups, prevention groups,
community development teams, as well as
psychotherapy groups (Conyne, Harvill, Morganett,
Morran & Hulse-Killacky, 1990).
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Therapeutic and Counselling Groups
The main purpose of all counselling and therapeutic
endeavours is to bring about change. When a person
joins a counselling group, it is usually to learn new
ways of being, interrelating, and interacting. In a
therapeutic small group the specific goals for each
member can be varied but would include the
expectation that change will occur (Conyne, 1997b).
In both types of groups it is expected that members
will become more functional and less distressed. Often
groups are called by names that indicate their
purpose. For example, both therapists and counsellors
run communication groups, assertiveness groups, lifeskills
groups, and decision-making groups. The
general goals of these respective groups are to
improve communication skills, to increase
assertiveness, to provide experience in life skills, and
to allow experience in a decision-making process.
If the theme of the group is self-awareness, then
one goal for the group members would be to become
more aware of various aspects of themselves – how
they behave in different situations, how they react to
certain stimuli, and how others react and behave in
return. A second goal would be for the members to
use this new awareness to gain a better understanding
of themselves and, based on this understanding, to
effect some change in their behaviour directed at
achieving or eliciting more productive outcomes.
Immediately the question arises, “What happens in
groups that enable members to change” Or, as Kottler
(1994a) asks “What is this magic that cures people of
their suffering” (p. 50). Perhaps the magic, in part, is
based on the phenomenon described by Kurt Lewin
who is credited with the observation that “it is usually
easier to change individuals formed into a group than
to change any one of them separately” (Rosenbaum &
Berger, 1975, p. 16).
In commenting on the value of groups, Finlay
(1999) states “Groups held individuals’ sense of
personal and social identity. Through action and
interaction participants acquire skills, attitudes, and
ways of behaving as they respond to the expectations
of others and adopt different roles” (p. 26). Although a
person does not experience the same one-to-one
attention in a group as she or he would receive during
individual counselling or therapy there are other
factors that contribute to the success of groups as a
therapeutic modality. Rudestam (1982) discusses five
elements that he considers to be advantages of using
groups to facilitate bringing about change.
First, Rudestam likens a group to a “miniature
society” in which members can lose their feelings of
alienation and, temporarily at least, experience feelings
of belonging, thus meeting one of the basic needs of
humankind (Maslow, 1968). Within the group setting,
members can experience every-day life situations such
as peer pressure, social influence, and the need to
conform. In this microcosm of society, members can
relate their behaviour in the group to their behaviour
in social groups outside the group. When these
experiences occur in a learning environment, such as
a group, the changes that occur are usually
transferable to the outside world (Posthuma, 1972;
Waldinger, 1990).
The second element in favour of the grouptreatment
setting is the opportunity to be among
others with whom common problems can be shared.
It offers the chance to learn new skills and behaviours
in a supportive environment. Through group
“When a
person joins a
counselling
group, it is
usually to learn
new ways of
being,
interrelating,
and
interacting.”
interaction one can receive
feedback and caring,
experience trust and
acceptance, and learn new
ways of relating to others.
Because most groups
comprise a cross-section of
members of society at large,
this affords each group
member opportunities to
cope with give-and-take
situations similar to those
existing in the world outside.
In one-to-one therapy the
client experiences only one
other point of view and one source of feedback, that
of the therapist. Even though such viewpoints and
feedback may be valid, they are limited in breadth and
experience by virtue of coming from only one person
(Ferencik, 1992). In a group the client may experience
several points of view and varied feedback (Echabe &
Castro, 1999)… all of which can be presented in
different ways. By evaluating this assortment of
information, the group member is able to select what
he feels could be of personal value and assistance.
Hopefully, because of this mixture, group members
will get a broader view of themselves, and become
more aware of the subtle nuances of their behaviour.
Also, the integration of information is likely to
produce a combination of supportive and confrontive
messages that can soften any good-bad or right-wrong
dichotomies. The more supportive feedback serves as
a sort of cushion for the more confrontive.
In essence, this multifeedback situation creates an
environment in which members are more receptive
and feel less need to be defensive and block out
negative feedback (Campbell, 1992). They are more
apt to listen, to take in, and to consider what they
hear and hence benefit from the process. Conversely,
it is also true that there is strength in numbers. It is
easier to disregard feedback that comes from one
source only with a “what-does-he-know” attitude.
However, it is close to impossible to ignore feedback
from five or more persons if they share the same
perceptions and are all giving the same messages or
information.
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Third, the individual is able to observe the
problems, struggles, behaviours, interaction styles, and
coping mechanisms of the others in the group. He is
then able to use this information as a yardstick for
comparing his own behaviours. From this a group
member can assess his
own abilities and
disabilities and consider
possibilities for personal
change.
Closely linked with the
third advantage is the
fourth, which is
facilitation of the
individual growth process.
The support of the group
can be an enhancing
factor in self-exploration
and introspection
(Lieberman, 1990b;
Posthuma & Posthuma,
1972). Feeling, caring,
and respect from others
“The individual
is able to
observe the
problems,
struggles,
behaviours,
interaction styles,
and coping
mechanisms of
the others in the
group.”
can go a long way in promoting the self-confidence
necessary to attempt new and different ways of
behaving.
The final advantage of the group format for both
counselling and therapy is the obvious one of
economics. Having several clients meet together with
a group leader rather than meeting individually with a
therapist or counsellor saves time and money (Davies
& Gavin, 1994).
Group Therapy and Change
Yalom (1985) discusses “therapeutic factors”
(originally called “curative factors”) which he says
operate in all types of therapy groups, with different
factors being emphasized in any given group
depending on the goals and composition of the group
and the approach that is being used. It is also true that
in some situations clients must deal with certain
factors before they can benefit from others (Bonney,
Randall, & Cleveland, 1986). Other authors have
identified “helping factors” (Schultz, 1993;
Schwartzberg, 1993) in support groups that appear
similar in many respects to Yalom’s therapeutic factors.
Yalom notes that many of the factors are
interdependent and that some factors represent
conditions for change while others are actually
mechanisms of change. Yalom’s factors have been
extensively cited and investigated, including recent
research that demonstrated that the levels of
therapeutic factors tended to increase over the life of
the group (MacNair-Semands & Lese, 2000).
MacKenzie (1987) established that outcome
measures evaluating the usefulness of the therapeutic
factors, when taken retrospectively, differed from
results obtained while members were still active in the
group. Descriptions of the ten primary categories of
therapeutic factors follow (Yalom, 1985).
1. Imparting of Information. The type of information
imparted in groups depends on the type of group,
the leader, and the members. Included may be
advice, suggestions, guidance, interpretations, or
didactic instruction about a certain theoretical
approach such as transactional analysis or
cognitive restructuring. In task groups, such as
assertiveness-training, life-skills, or goal-setting, it
is likely that the leader will give information and
instructions to the members before commencing
the activity.
In using a didactic approach, one must be careful
that the group does not become essentially a
“class” and hence foster a dependence on the
leader to “tell us what to do.” This caution is
basically supported by the work of Block and
Crouch (1985) who found guidance to be one of
the least helpful therapeutic factors. In
educational domestic violence groups for men,
however, Schwartz and Waldo (1999) found that
imparting information and development of
socialising techniques were the most useful
therapeutic techniques. Members appeared to
appreciate the opportunity to learn more about
their condition from both professionals and their
peers. In a study with clients in a psychiatric day
treatment center Falk-Kessler, Momich, and Perel
(1991) found that whereas group leaders found
guidance to be valuable the group members did
not.
2. Installation of Hope. It is crucial that the members
see the group as a helpful-hopeful treatment
method. Many groups are open, so new members
are being accepted as others approach discharge.
This process offers the opportunity for those
members who have gained and improved from
the group experience to share their experiences
with the newer members. If Joe can say, “When I
first came into this group I was scared and didn’t
think I had anything worthwhile to say, so I was
pretty quiet. But now I think I talk as much as
anyone,” then this can give encouragement and
hope to a timid, withdrawn member that he too
may be able to reach that point. Yalom (1985)
actually encourages leaders to “exploit” this factor
by pointing out changes and improvements
members have made as a means of offering hope
to others. When members are dealing with
uncertainties about the future, Spencer, Davidson,
and White (1997) see the development of hope as
a collaborative effort.
3. Universality. Each group member is different,
having his very own set of unique problems.
Members often believe that no one else could
possibly have problems that are as bad as theirs.
However, as members begin to talk in the group
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and as the “bad” problems are shared, members
come to experience a join-the-club feeling. As
members listen to disclosures made by other
clients, they sense a similarity of concerns and
issues.
This helps them put their problems into
perspective and tends to alleviate feelings of
aloneness, which dissolves the feeling of “I am
the only one.” In a study of three self-help
groups, Lieberman (1983) reports that universality
– the feeling of being with others who share the
same problems – was the experience the
members valued most. By losing their feelings of
uniqueness, members came to perceive their
thoughts and feelings not as aberrant and unusual
but as quite common among those with similar
problems. While dispelling feelings of isolation is
therapeutic in itself, it also facilitates a feeling of
unity among the members that is the very
foundation for a successful group.
4. Altruism. One of the basic premises of
therapeutic groups is that the members will help
each other. The trust and cohesion that evolve in
groups supply fertile ground for patients to give
feedback, reassurance, suggestions, and support
to one another. Because many individuals who
are members of counselling or therapy groups
suffer from low self-esteem, this process of being
able to help others can be a very egostrengthening
experience. It is often the group
members, rather than the leader, who offer
support and caring
and point out one
another’s strengths
and assets.
5. Family Reenactment.
Although other
researchers Block,
Crouch, & Reibstein,
1981; MacDevitt &
Sanislow, 1987) have
found family
reenactment to be
one of the least
helpful factors, Yalom
(1985) recognised the
familial aspects of a
therapeutic group as
being useful. Many
patients will have had
unsatisfactory, if not
“Because many
individuals who
are members of
counselling or
therapy groups
suffer from low
self-esteem, this
process of being
able to help
others can be a
very egostrengthening
experience.”
traumatic, family experiences. Reporting on a
study involving a group of incest victims, Bonney,
Randall, and Cleveland (1986) found that
members placed a heavy emphasis on gaining
genetic insight through self-understanding and
family reenactment.
As well as gaining understanding of the past,
being in a group gives members the opportunity
to experience what can be felt as a caring family
environment. Within the group “family” they can
discuss and perhaps resolve issues from their
primary family such as parent-child conflicts and
sibling rivalries. Borrowing from their professional
colleagues, the psychodramatists, group leaders
often use role-playing in their groups to re-create
family situations so that members can learn new
ways of relating and interacting with their own
families.
6. Development of Socialising Techniques. The
assessment and development of social skills has
long been of interest to counsellors and therapists
alike. Social skills are prerequisites for most
people to function adequately in their life roles.
Most of our clients, however, experience
difficulties in one if not several of their life roles
and their problems can, in part, be attributed to
poor social skills. The process of feedback,
mentioned earlier, affords the opportunity to learn
about one’s maladaptive social behaviour. For
individuals that lack close personal relationships
in their lives, the group is often the first time they
have had the opportunity to give and receive
personal feedback. Role-playing, a technique
often used in groups, can be used successfully
both in increasing awareness of and in teaching
social skills.
7. Imitative Behaviour. In any group each
participant has the opportunity to observe, at
close hand and in an interactive manner, the
behaviours of all the other participants. Through
such observations they become aware of which
behaviours evoke positive and negative responses
from the other members. By imitating or “trying
on” these behaviours, they too can evoke such
responses. Behaviours that receive a positive
reaction from others are usually repeated and
hence new learning can occur. Some members
may imitate certain behaviours of the leaders or
other members only to later discard them,
deciding the “fit” is not comfortable. This too is
learning. Of course there can also be the member
who imitates the “bad” person in the group in
order to receive the same degree of attention,
even if it is negative attention.
8. Interpersonal Learning. No one goes through life
alone. Rudestam (1982) says, “Life is primarily a
social event” (p. 6). A person may feel lonely and
alienated or be considered a loner, but the
demands of daily existence, be they work or play,
tend to involve relating to others. Because a
group is considered a miniature society
(Rudestam, 1982), or a microcosm of reality
(Ormont, 1992), it presents similar demands.
Initially members of a group or a new member in
5

THE PROFESSIONAL COUNSELLOR
03 2008
an ongoing group may monitor and control how
they behave. However, it is anticipated that
eventually each person will relax and come to
behave as he normally does in his own social
environment.
Each person will affect the other members of the
group in much the same way as he affects people
he has contact with in the greater society. By
virtue of the purpose and process of a therapeutic
group, members will receive feedback on their
“way of being” and from these reactions and
responses they have the opportunity to learn how
they affect others. Spurred by this feedback, and
the support and encouragement of the group,
they can, it is hoped, go on to learn more
productive ways of interacting. The trust and
caring that develops in a group creates a safer
environment for experimentation and for trying
out new ways of relating than does the
environment of society at large.
In an assessment of Yalom’s therapeutic factors,
Lewis (1987) states a case for the importance of
interactions between people in the process of
bringing about change. He believes that a person
can interact with another in a way to elicit a
desired response. He refers to these as
“complimentary responses,” and because they are
new and different from the person’s usual
response style, they constitute a change. Positive
reactions to the new interactive style serve as a
reward and reinforcer for continuance of the
changed behaviour. Lewis’ point is in keeping
with the belief that people often live up (or
down) to perceived expectations.
9. Cohesion. The concept of cohesion is central to
any discussion of the elements contributing to the
successful functioning of groups (Carron &
Brawley, 2000). This concept has been accorded
many definitions, but they all have a common
theme. Words such as “unity,” “bonded,” “weness,”
“cemented,” and “loyalty” are all used to
describe a state of cohesion in a group. Yalom
(1985) also notes that it is not a static state, but
rather the degree of cohesiveness present in a
group fluctuates over time and circumstance. He
goes on to point out that cohesion in and of itself
does not have therapeutic properties but is an
important determinant that effective therapy is
occurring. It is during periods when a group is
experiencing a feeling of unity or togetherness
that members are more apt to contribute, take
risks, interact, and be productive.
Mullen (1992) suggest that “cohesion’s easy
occurrence, in so many disparate group therapies,
is less a result of therapist skill than of innate
patient capacity” (p.460). Members who are
attracted to the group, feel accepted, and
experience a sense of belonging are more apt to
express and explore themselves, relate more
6
meaningfully, be more tolerant of conflict, and
attend regularly (Dimock, 1993). In two separate
studies evaluating the merits of Yalom’s
therapeutic factors in task groups, results
indicated that cohesion was found to be the most
valued factor by the
group members
(Shechtman & Perl-
Dekel, 2000; Webster
& Schwartzberg,
1992). In a later study,
a factor labelled
“group cohesiveness”
was found to embody
the seven constructs
of commonality,
sharing problems,
gaining support,
talking freely, getting
“Participating in
a group can be
a powerful
social
experience, as
much as it can
be motivating,
enlightening,
and emotional.”
in touch with emotions, receiving feedback, and
gaining confidence (Lloyd & Maas, 1997).
10. Catharsis. Catharsis refers to the expression of
strong emotions – usually emotions that have not
been expressed previously (Hanes, 2000).
Although this factor was described as “low
prestige but irrepressible” in Yalom’s early work,
by 1985 he found catharsis to be one of the four
factors valued most highly by a variety of
outpatients in eight different investigations. In
other research, it emerged as being the most
important factor (Lieberman & Videka-Sherman,
1986; Long & Cope, 1980 MacDevitt & Sanslow,
1987).
Taken in the perspective of today’s highly
pressured society, this high ranking can be seen
to make a lot of sense. Many of us live our lives
by controlling our emotions and not showing the
world how we really feel. To display emotions,
especially in public, is generally considered poor
form and a sign of weakness. Indeed, boys
especially are frequently admonished to hide their
feelings and “be a big boy” or “be a man”.
Therefore it is not surprising that when these
restrictions and attitudes are not present, as in a
group, individuals experience a sense of freedom
and release from tension. These good feelings
come from being allowed and even encouraged
to “get it off our chest” while still feeling respect
and acceptance.
Behaviours that are considered to be cathartic in
nature and therapeutic in outcome are the
expression of feelings about the self or the
expression of positive or negative feelings to
others. Such expressions need not always be
intense or explosive to be cathartic. The act of a
group member mildly expressing how he is
feeling can be a new and freeing event for that
individual and can frequently evoke similar output
from others.

THE PROFESSIONAL COUNSELLOR
03 2008
Bemak and Epp (1996) proposed an additional
therapeutic factor called “love”. They suggest this
factor may contain elements of some of the other
factors – universality, altruism, family reenactment,
and cohesiveness – but is itself a basic tenet
underlying these factors. Because society has
historically linked love with sensuality and sexuality,
it is a dangerous concept and one avoided by group
therapists and counsellors who may think and use the
terms intimacy, empathy, and caring instead.
However, Bemak and Epp believe that “love is a
powerful therapeutic tool that can aid in the transition
of group clients from a pattern of failed or unhealthy
love relationships to a greater understanding of love’s
reality” (1996, p. 125). They argue for the open use of
loving words, gestures, and behaviours in groups to
promote love as the curative factor they believe it to
be.
Yalom’s ten therapeutic factors endorse the belief
that groups are a valuable modality in facilitating
change. The need for change is often precipitated by
one of the many transitions that people face in a
society of “temporary structure” (Seashore, 1974).
Temporariness is evident in the high divorce rate,
increased geographic relocations, broken families,
career changes, and shortened careers. Some people
manage to adjust and functionally survive the stresses
in their lives, while others, unable to cope, retreat with
their problems into a world of varying degrees of
dysfunction.
Groups have been
utilised and found to be
of significant help by both
types of persons. For
those who are adapting
and adjusting, groups
have served to enhance
their coping skills. For the
others, groups are
therapeutic in nature and
remedial in intent (Smith,
Wood, & Smale, 1980).
Although all groups are
oriented toward change,
some focus primarily on
intrapsychic and
intrapersonal, whereas
others focus on effecting
change in interpersonal
skills and relationships.
Summary
“Behaviours that
are considered
to be cathartic in
nature and
therapeutic in
outcome are the
expression of
feelings about
the self or the
expression of
positive or
negative feelings
to others.”
The concept of people living and working together
is as old as time itself. Although various congregations
of people may have been at war or in conflict with
each other, the individuals in each group were held
together by common purposes and feelings of safety
and belonging.
Similar basic aspects pull people together today.
People join groups because they like the others in the
7
group, they like the activity or purpose of the group,
they want to experience feelings of belonging, or they
find they can only accomplish a personal goal by
participating with others (e.g., to be a leader, help a
cause, or take part in an activity). It can be useful for
group leaders to keep these basic motives in mind
when organising and trying to meet the needs of the
members in their groups.
Participating in a group can be a powerful social
experience, as much as it can be motivating,
enlightening, and emotional. As various professionals
noted these social effects on individuals who were
involved in groups, the professionals became more
and more aware of the significance of group
interaction. Generally, groups have come to be seen as
valuable because they allow members opportunities to
have the following positive experiences:
1. Having a sense of belonging
2. Sharing common problems
3. Observing behaviours and consequences of
behaviours in others
4. Providing support during self-exploration and
change
Therapeutically, groups are useful because they
bring people together to work on individual problems
in concert. The ten therapeutic factors that occur when
individuals interact are:
1. Sharing information
2. Gaining hope
3. Sharing problems
4. Helping one another
5. Experiencing the group as a family
6. Developing social skills
7. Imitating behaviours of others
8. Learning and trying out new behaviours
9. Experiencing cohesion with others
10. Expressing emotions
Groups have great supportive value for persons
with minor or severe problems, with or without
insight, and in formal or informal settings. The use of
groups can also solve certain financial problems by
reducing the cost of treatment, because several
persons can work together at the same time with one
counsellor or therapist.
About the Author:
Louise Whitehead, BSc (hons) Psych, is currently
employed as a Project Officer with the Australian
Institute of Professional Counsellors.
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9

THE PROFESSIONAL COUNSELLOR
03 2008
FEATURE
Working with Groups –
Successful Team Management
“Coming together is a beginning. Keeping together is
progress. Working together is success.” ~ Henry Ford
By definition, a team is a group of individuals who
share a collective goal or objective. Effectively formed
and managed teams with well-designed goals, an
efficient framework for action and tools to monitor
performance are extremely valuable to an
organisation.
However, forming and managing such teams can be
challenging. This article will discuss the specific skills
and strategies which can be used to effectively
manage a successful team, with a focus on the fivefactor
model of team management.
INTRODUCTION – WHY TEAMS
As discussed above, teams can be extremely
valuable to the progress of an organisation. However,
ill managed teams can also conjure up problems,
challenges and dissatisfaction in a work environment.
The secret lies in the balance – mitigating the
disadvantages and exploring the benefits.
The table below outlines common benefits and
disadvantages of teams:
BENEFITS TO THE ORGANISATION
• A diversity of views creates an increase in
options, ideas and alternatives.
• Collaborative team processes ensure that more
people will be committed to the final decision.
• The mere presence of others can boost
productivity.
DISADVANTAGES TO THE
ORGANISATION
• Team decision making processes can be more
time consuming than individual decision making.
• The desire to be accepted may impact on
decision making as members choose to conform
to team norms.
• Teams can be dominated by particular members.
• Individual responsibility is lessened.
BENEFITS TO THE EMPLOYEE
• Input from all members brings more knowledge,
information and ideas to the table.
• Members are afforded the opportunity to
contribute to decision making processes.
• Team membership may assist in creating
workplace friendships and bonds.
• Team decision making is a more democratic
process.
DISADVANTAGES TO THE EMPLOYEE
• The outcome is not solely a result of individual
effort and may not highlight individual
achievement.
• Team processes can be time-consuming and
distract from individual work commitments
FOCUS
FOCUS
The Five Factor Model of Team
Management
Studies of the organisational
environment have revealed that
there are a number of factors that
contribute to the effective
performance of a team. These
factors have been incorporated into
a Five Factor Model of Team
Management:
PERFORMANCE
PERFORMANCE
ACCOUNTABILITY
ACCOUNTABILITY
EFFECTIVE
EFFECTIVE
TEAM
TEAM
MANAGEMENT
MANAGEMENT
COMMITMENT
COMMITMENT
COMMUNICATION
COMMUNICATION
10

THE PROFESSIONAL COUNSELLOR
03 2008
1. Focus: An effective team understands the goals of
their organisational strategic plan and sets their
focus on achieving those goals. Effective teams
ensure all team members are heading in the same
direction and set key performance indicators that
are relevant, measurable and achievable.
2. Commitment: Effective teams ensure all team
members are committed to organisational values
and beliefs. Team members without commitment
also need to be identified and managed.
3. Communication: Effective teams ensure they have
efficient and effective communication processes in
place including communication between team
members and between organisational teams.
4. Accountability: Effective teams ensure all team
members are clear about their role/s within the
organisation and understand their decision-making
authority within the team.
5. Performance: Effective teams monitor team
performance to ensure achievement of
organisational goals.
ESTABLISHING FOCUS
This Figure illustrates the process for effectively
establishing focus in a team.
Focus begins with understanding
organisational objectives. Teams
Organisational
objectives
Team
goals
Establish key
performance
indicators
Action
plan
must exist to contribute to the
achievement of these objectives. It is
important for your team to have an
understanding of where the team fits
within the overall organisation.
The impact your team can play in
achieving organisational objectives
will determine your team goals.
Effective planning processes must
incorporate establishing team goals
and identifying key performance
indicators that are specific,
measurable, achievable and timeframed.
Action planning is the final step
in the process. Action planning
identifies steps that need to be
undertaken in order to achieve key
performance indicators.
Sometimes it can be clearer to see
a concept when it is applied outside
of the helping services, let’s imagine
for a moment that you are the
manager of the team responsible for
the delivery of shipment boxes to
retail outlets.
Establishing team focus
EXAMPLE: An organisation makes and distributes a
variety of canned goods. One organisational objective
is to maximise the number of cans on retail shelves.
Within the organisation there are a number of teams
in areas such as Admin, Finance, Production, Human
Resources etc. The team goals for these teams may
vary considerably.
Step 1. Identify organisational objective – The
organisational objective in this scenario is to maximise
the number of cans on retail shelves.
Step 2. Identify team goal/s – Team goals will
relate to the organisational objective but be team
specific. The questions to ask here are “How can the
team contribute to the organisational objective” It has
been identified that one of the ways in which this
team can positively impact on the organisational goal
is by ensuring that their
“Commitment
refers to how
‘on board’ team
members are to
ensuring their
team performs
at its peak.”
delivery runs are efficient.
A team goal may therefore
be to maximise the
number of cans delivered
per week.
Step 3. Establish key
performance indicators
– Key performance
indicators must relate
specifically to a goal.
There can be a number of
indicators for any one goal.
1. Key performance indicators must be:
2. Linked directly to a team goal;
3. Time-framed;
4. Measurable (i.e. at the end of the time-frame it
can be categorically stated that “yes” the outcome
was achieved or “no”, the outcome was not
achieved);
Achievable (it is important that a team does not set
themselves up for failure)
An example of a key performance indicator for this
team may be that all trucks are packed to capacity
before departure.
Step 4. Develop and Action Plan – An action plan
outlines the steps required to achieve team goal/s. An
action plan is basically a ‘to do’ list.
TEAM COMMITMENT
“Individual commitment to a group effort - that is
what makes a team work, a company work, a society
work, a civilization work.” ~ Vince Lombardi
Commitment refers to how ‘on board’ team
members are to ensuring their team performs at its
peak. The key to team commitment lies in capturing
both the ‘hearts’ and ‘minds’ of team members. When
team members are mentally and emotionally invested
in team outcomes the team is more likely to achieve
team and organisational outcomes. So how do you
capture hearts and minds
Hearts: In capturing the hearts of team members, a
team environment of mutual respect and trust must
exist. Such an environment will enable team members
to provide authentic responses, feedback and input
and thus become more genuinely involved in the
team’s processes.
11

THE PROFESSIONAL COUNSELLOR
03 2008
Creating an environment of mutual trust and respect
of course is not always simple. The following
strategies may be a helpful place to start:
• Use two-way feedback - In all communication
processes ensure that opportunity is provided to
not only receive, but give feedback, to other
team members.
• Role model - Let your own behaviour be a guide
for others. Use open communication processes
and encourage team sharing.
• Ensure that there are no negative consequences
for sharing information - It is important that all
team members feel secure enough to contribute
without fear of not being listened to or not
appreciated for their input.
Minds: To capture the minds of team members,
they must be informed of the team’s value, objectives
and purpose within the organisation. This can be
accomplished by utilising the following strategies.
• Share information - Utilise effective
communication processes to ensure that all team
members are kept regularly and adequately
informed of key information and ideas.
• Reinforcement of critical issues - Ensure that
critical issues such as team goals and key
performance indicators are regularly reinforced
and communicated with team members.
• Educate team members - Inform team members
of any relevant, new information and promote
applicable training and development activities to
team members.
EFFECTIVE COMMUNICATION
Effective communication does more than just
convey information. In an effective communication
transaction a message is conveyed with shared
meaning. It may be helpful to reflect on the following
key areas to assist you in developing or enhancing
your communication with other team members:
• The message you think you are sending may
not be the same message being received.
Within a team environment, members still bring
their own experiences, beliefs and interpretations.
When communicating a message, expect to be
misinterpreted and make adjustments to your
message to account for potential areas of
misunderstanding.
• Seek feedback. As misinterpretations are
common in communication, it is often advisable
that you continually seek feedback to ensure that
your messages have been received accurately.
• Make it your priority to express rather than
impress. The aim of communication is to
express an opinion, idea or to transfer
knowledge. It is important to remember that
your primary aim is to get your message across,
try not to obstruct it by being focused on
sounding impressive or knowledgeable.
• Choose the right medium. Effective
communication means choosing the appropriate
medium for your message. Some information is
best conveyed in a team meeting, whilst other
information may be received more appropriately
in an email or memo, other information should
be communicated face to face. Select the medium
to suit the message and the person you are
communicating with.
• Be conscious of your non-verbal
communication. Be conscious of what you are
conveying non-verbally. Avoid diluting the impact
of your message with mismatched or incongruent
body language. Where possible, adjust your body
language to align with your message.
Why is communication important for a team to be
effective
Team communication processes that function
effectively can increase team motivation, foster trust
and respect between members, greatly improve
decision making processes and contribute substantially
to the overall productivity and performance of the
team.
Yet, communication processes that are ineffective
can decrease member motivation, lessen team
commitment, increase team gossip and lower
productivity. Effective communication processes,
therefore are vital to team performance.
What makes a communication process effective
Effective communication processes are:
• Regular: Regular communication within, and
between, teams helps members to maintain
focus, allows all members to keep up to date
with team progress and ensures that difficulties
or setbacks can be
dealt with promptly
and collaboratively.
• Transparent:
Transparent
communication
processes provide all
team members with
the same information
where possible and
keep all members
adequately informed.
Transparent processes
maximise the
likelihood that team
members will be
“To capture the
minds of team
members, they
must be
informed of the
team’s value,
objectives and
purpose within
the
organisation.”
aligned in their concept of where they are going
and how they are going to get there. Failing to
adequately inform all team members, equally,
may greatly compromise their ability to
contribute equally to team processes and decision
making.
• Focused and related to team goals:
Communication processes that are focused and
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THE PROFESSIONAL COUNSELLOR
03 2008
related to team goals encourage team members
to similarly remain goal focused and outcome
directed.
Modes of communication
Within the work environment, communication can
occur through a variety of modes depending on
personal preference. Some of the more popular modes
for team communication are team meetings,
newsletters and email updates.
When using these modes it is important to remain
mindful of the three characteristics that make
communication processes effective (i.e. they should be
regular, transparent and goal focused).
1. Team meetings
One of the primary forums for team communication
is the team meeting. When conducted with structure
and purpose, regular team meetings can be an
effective and productive means of team
communication. However, team meetings can evolve
into a drawn-out procedure that fritters away valuable
time and results in decreasing motivation, frustration
and productivity.
The incidence of unproductive meetings is so
common that John Kenneth Galbraith (1908–2006), a
prominent American-Canadian economist and author,
cited that “meetings are indispensable when you don’t
want to do anything”. Thus, conducting effective
meetings is a differential and beneficial factor in
overall team productivity.
To conduct an effective team meeting the following
principles should be considered:
1. What is the purpose of the meeting Prior to
the commencement of the meeting, all team
members should be aware of the meeting’s
purpose. Set an agenda and stick to it. The
meeting should remain focused on team goals
and objectives. It may be necessary to note down
some of the areas of discussion that arise as side
issues or tangents to the purpose at hand. These
issues may need to be addressed in a later forum.
2. Are members aware of what they may be
asked to contribute to the meeting It is
helpful for team members to have a clear idea of
the kind of information they may be asked to
contribute. Contributing facts, knowledge or
recommendations may require different
preparation than contributing opinions or
brainstorming. Team members, who are provided
with an idea of what they may be asked to
contribute, are thus provided with an opportunity
to prepare accordingly. If you put team
members on the spot – it can decrease their
commitment.
3. Has a meeting agenda been distributed to all
members prior to the meeting In addition to
understanding the purpose of the meeting and
their likely contribution, team members should all
be furnished with an agenda prior to
commencement of the meeting. A meeting
agenda will state the purpose and focus of the
meeting as well as outline the proposed topics
and areas for discussion.
4. Has a time-frame been established prior to
the commencement of the meeting Team
meetings should commence and finish on time.
When members are aware of a finishing time
from the outset they are better equipped to
budget time accordingly.
5. Finish the meeting on a
note of
accomplishment. The
completion of a meeting
should be a reflection of
what has been
accomplished within the
meeting’s time-frame. The
original goal or objective
should be revisited and
comment should be
made on its achievement
“Conducting
effective
meetings is a
differential
and beneficial
factor in
overall team
productivity.”
(whether the achievement was partial or full).
2. Newsletters
Newsletters can be a creative and effective method
of regularly conveying information to fellow team
members. Newsletters may also serve as a useful mode
for distributing information from your team to other
teams.
In the process of constructing an effective team
newsletter consider the following points:
1. Decide on the basics early on
2. What is the purpose of the newsletter
3. Who are its intended audience
4. How frequently will it be circulated
5. How will it be circulated
Clear concise information: Effective newsletters
are concise and easily understood. They should
provide relevant information that is both up to date
and useful.
Informal and humorous: Newsletters do not
necessarily need to be formal documents. A light,
humorous tone may encourage regular readers and
consequently increase the newsletter’s effectiveness. It
may be helpful to remember that newsletters are an
ideal tool for highlighting team achievements and
recognising individual accomplishments.
3. Email updates
Email has fast become one of the most widely
utilised mediums for business communication.
Mastering email correspondence is one of the simplest
and most effective ways of ensuring that your
messages are not only read but followed up
accordingly.
Inboxes are often overloaded with numerous
messages of varying importance. If you are sending
emails as a means of communicating with your fellow
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THE PROFESSIONAL COUNSELLOR
03 2008
team members you will want to ensure that your
message gets read and is clearly understood.
To construct an effective email it may be helpful to
remember the following key points:
1. Make use of the subject line: The subject line
provides an opportunity to inform the receiver of
the purpose of the email. A subject line ideally
should describe exactly what the email is about.
An appropriate subject line will maximise the
possibility of your message being read.
2. Use concise language: Like any written business
correspondence it’s important to keep business
emails concise and to the point. Often the
viewing area for emails is limited, so if possible
limit messages to a few short paragraphs.
Everyone is busy – don’t waste their time – be
clear and concise.
3. Make any required follow up clear: If your
email is a request for action or follow up from a
team member make this clear in your message.
Remember to include any contact details (such as
phone or fax numbers and addresses for snail
mail) that the receiver may require.
4. Respond to emails in a timely manner:
Prompt responses to emails not only promote
efficiency but often encourage team members to
respond in a similar timely manner.
Tip – These communication modes are suitable to
use both within and between teams.
ACCOUNTABILITY
“It’s not a blame game. It’s accountability! It’s
accountability!” ~ Terry Moran
To maximise team performance, each team member
should be aware of the responsibilities of their
individual role and how their
“purely
self-directed
teams rarely
exist.”
role contributes to the
achievement of team
objectives. By defining
individual roles and
responsibilities, each team
member can ensure that their
own input and action is
beneficial to the overall performance of the team.
A lack of clarity around roles and responsibilities
can lead to drawn out decision making processes and
create frustration within the organisation. However
purely self-directed teams rarely exist. Teams usually
operate within the confines of organisational policy
and as such often have to adapt to decisions that are
made from external sources.
Team decision making/Types of team decisions
As a member of a team, you will be affected by
decisions that are made both within the team and
from outside the team. Sometimes the members of
your team will have full responsibility for the decision
making, yet on other occasions team members may
have no influence over decisions, yet they will filter
through to impact on the team.
The four main types of decisions you may face as a
team member are demonstrated below:
1. Predetermined: Decisions over which your team
has no influence.
2. Consultative: Decisions where team members
are consulted for their ideas, opinions or
feedback during the decision making process,
however the final decision lies with the team
leader.
3. Shared: Decisions that are made with shared
input from all team members including the team
leader. No decision is finalised until joint
agreement is reached.
4. Full Responsibility: Decisions that the team is
fully responsible for and does not have to seek
the input of others.
The key to good decision making is undertaking the
‘value added’ test. Therefore, allocate decision making
authority only where it adds value to your business
through: faster decisions; better decisions and;
increased commitment of team to decision.
Tips to assist in defining accountabilities
• All team members should be provided with a
position description outlining their responsibilities
and tasks within the organisation/team.
• Ensure that team members are aware of the
decision making capacity. It is not productive and
decreases individual commitment to spend time
discussing decisions that are pre-determined by
an outside source.
• When full responsibility lies with the team,
ensure that collaborative processes are
established so that all team members are able to
provide input.
Team decision making techniques
In instances where the team has shared for a
decision or in the lead up to a consultative or shared
decision the following team decision making
technique may be beneficial.
PMI (plus, minus, implications). The PMI is a
variation on weighing the pros and cons. To conduct a
PMI, follow the steps below:
1. Construct a three (3) column table. Label each
separate column with the headings plus, minus
and implications.
2. Ask the team a relevant question. For example
“Should we use our allocated budget to buy a
new photocopier”
3. Fill out each column with the following in mind:
In the Plus column – Brainstorm and write down
all the likely positive results from taking this
action
In the Minus column – Brainstorm and write
down the likely negatives that may result from
this action
In the Implications column – Brainstorm and
write down the possible outcomes (or
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THE PROFESSIONAL COUNSELLOR
03 2008
implications) of taking this action (both positive
and negative).
4. Weigh the ideas out of five and assign them as
positive or negative accordingly.
For example:
The question – “Should we use our allocated
budget to buy a new photocopier” could
produce the following ideas:
PLUS... More efficient copier (+3); Better quality
copies (+4); Copier could stack, scan and staple
(+5).
MINUS... Less money left for a team social event or
other office equipment (-3); Training in the new
copier will be required (-1).
IMPLICATIONS...We could produce more
professional documents (+5); We will waste less
time trying to fix the old copier (+2); Training in the
operation of the new machine may take time (-1).
Total = +12
Total = -4
Total = +6
The score for this table is 12 – 4 +6 = 14
A positive score indicates support for the decision; a
negative score indicates that the consequences of
implementing the decision may be too high for the
likely benefits. In this instance the positives of buying
a new photocopier outweigh the negatives, so the
purchase of a new photocopier should go ahead if this
is a full responsibility decision.
If it was a consultative decision, team members
would make a recommendation based on the PMI but
the final decision would lie with team leader/s.
The problem of “Groupthink”
Groupthink is a term that has been coined to
describe the process of team members making
decisions based on their preference to conform with
the majority. Groupthink can greatly hinder team
decision making processes as members alter their
opinions to fit in with the norm.
All teams are susceptible to the groupthink
phenomena, but there are some strategies to minimise
the risk of groupthink occurring within your team. Try
the following:
• Encourage creative, spontaneous and free flowing
thought;
• Reward and encourage risk taking and outside-ofthe-square
thinking;
• Use suggestion boxes and brainstorming to
initiate the sharing of ideas or opinions.
MONITORING PERFORMANCE
Most organisations have performance management
strategies in place for individuals, not so common
however is performance management for teams.
Effective performance management processes are
crucial to ensure that the team continually meets or
exceeds its target objectives.
Team performance monitoring allows teams to
recognise:
1. When they have achieved their key performance
indicators
2. When a team member is not being accountable
3. What the team is doing well
4. What is not working well and areas that may
need improvement or change
5. What makes a good performance monitoring
system
Effective performance
monitoring will differ between
teams and between
organisations, there are however
some key factors that should be
incorporated into any
performance monitoring system.
Performance monitoring systems
should: be directly related to
“All teams
are
susceptible
to the
groupthink
phenomena.”
key performance indicators and team goals; highlight
individual accountability for tasks and; have a regular
review or evaluation date.
How to implement performance monitoring
On the assigned date of review a team meeting
involving all team members should be conducted. The
team’s action plan should be reviewed and all
required actions need to be assessed as achieved or
not achieved.
Teams should monitor their performance regularly;
therefore it is a good idea to include the review of
your action plan as a standard agenda item at your
team meetings. Actions that have not been achieved
may need to be carried over to the next action plan or
if further intervention is warranted, a performance
improvement plan may be developed.
Performance improvement plan: A performance
improvement plan is a more detailed plan that outlines
steps to further highlight team member
accountabilities. A performance improvement plan
may need to be repeated until desired actions are
achieved.
Celebrating success
It is vital that teams celebrate their successes.
Celebrating success increases team commitment and
enhances team communication. In the development
of a high performance team it is crucial to remember
to celebrate the achievements and successes along the
way – no matter how small those successes may be.
Attention is so often placed on the areas of
performance that require improvement that teams
sometimes forget to identify and celebrate team
achievements.
© Counselling Academy, 2008
This article was based on the “Managing a
Counselling Team” professional development online
course. To access these and dozens of other courses,
visit the Academy’s website at
www.counsellingacademy.com.au.
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THE PROFESSIONAL COUNSELLOR
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FEATURE
Counselling Applications – Group Work Tools
Therapists involved in group work are faced with
an interesting consideration – the need to develop
rapport between themselves and group members, and
in addition, to promote the development of rapport
amongst group members.
Due to this intricacy, using tools to engage group
participation is an excellent way to progress through
sessions – particularly at the beginning, when
familiarity is at its lowest point.
This article will look at three of these tools used by
therapists in a group work context: ice-breakers, group
rules contract and feedback sheet.
ICE-BREAKERS
Ice-breakers are used in group counselling to, as
the name suggests, “break the ice”. The examples
below could be used in the first group session, when
normally members are still apprehensive and little
rapport has been built.
ICE-BREAKER 1 – MY NAME
STEP 1: Give the group 5 minutes to think of interesting facts about themselves that correspond to the
letters of their first name
STEP 2: Have each participant share his or her acronym: “Hi, my name is Sam. “S” is for steak
sandwich, which is my all time favourite food. “A” is for Annandale which is the suburb I live in.“M” is for
Magpies which is the team I support in the footy”
ICE-BREAKER 2 – SIMILARITIES
STEP 1: Ensure that each person has a piece of paper and a pen
STEP 2: Ask participants to divide the sheet into three columns
STEP 3: Have participants label each column with the titles “Name, Similar, Different”
STEP 4: Ask participants to mingle and try to fill in their card with the names of the people in the
group
STEP 5: For each name, they are to find one thing that they have in common with the person and one
thing that is different
EG: Name Similar Different
Tim We love to travel He likes country music
Wayne We go to the gym He doesn’t like dogs
Emma We like chocolate ice-cream She likes shoe shopping
ICE-BREAKER 3 – INTRODUCING
STEP 1: Ask each person in the group to take a moment to think of something about themselves that
they would be happy to share with the rest of the group such as hobbies, interests etc
STEP 2: Ask participants to break into pairs
STEP 3: Within pairs, participants are to introduce themselves and discuss “something about themselves”
STEP 4: Each person is to then introduce their partner to the rest of the group by telling the group (1)
their partner’s name and (2) “something their partner shared with them” EG: “This is Kevin. He loves to
travel and is going to South Africa at the end of the year”.
ICE-BREAKER 4 – COAT OF ARMS
STEP 1: Ask participants to imagine that they must choose an animal for their family’s Coat of Arms
STEP 2: Give participants 5 minutes to think of their animal
STEP 3: Each participant is to introduce themselves and share with the group the animal they would
choose to go on their family’s Coat of Arms and why. EG: “Hi my name is Mick and I would choose a
German Shepherd because to me, they symbolise loyalty and friendship”
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ICE-BREAKER 5 – ADJECTIVES
STEP 1: Ask participants to think of an adjective beginning with the first letter of their name
STEP 2: The first participant is to introduce themselves using the adjective and their name.
EG: “Hi I’m kind Katrina”
STEP 3: The next participant is to state that person’s name and adjective and then their own.
EG: “Hi kind Katrina… I’m hilarious Helen”
STEP 4: Continue around the group until all participants have introduced themselves. The final
participant will be saying “hi” to all group members. EG: “Hi kind Katrina… Hi hilarious Helen … Hi
melancholy Melissa and pompous Pete, I’m woeful Wendy
ICE-BREAKER 6 – WHITE LIES
STEP 1: Ensure that each person has a piece of paper and a pen
STEP 2: Ask participants to write three things down about themselves, one being a white lie.
EG: “I have three kids; I love reading; and I used to be a carpenter”
STEP 3: The other group members are to guess which one is the lie
STEP 4: Continue around the groups until all participants have had a turn.
GROUP RULES CONTRACT
Creating group rules is a productive way to
establish an initial “order” in the group. This can be an
effective tool, particularly when dealing with groups
where individual members come from a variety of
cultural backgrounds.
The tool below allows collective input in
determining group rules (thus, the rules are set at the
first session, by the group members). It encourages
group members to engage in communication and
problem-solving in the early stages of the process,
thus creating favourable conditions for the
development of group rapport and unity.
By allowing the group members to agree on ground
rules, facilitators also encourage a sense of
responsibility and accountability.
TIP – prior to using this tool, ensure that members
are informed of confidentiality issues that relate to
counselling and group work. This includes stating
that confidentiality is not an absolute and outlining
its restrictions.
The first step in this tool is to gather the group
around in a circle, and provide a copy of the
sheet/contract below to each of the members.
The contract will include a number of issues which
group members will decide on: each of these issues
will become a rule, and an adjacent “rule-breaking
procedure” will be included.
For a rule to be created, all group members must
agree. Once a rule has been decided on, all group
members will write it down on their individual
sheets/contracts.
Once the group has decided on all group rules,
each member will sign their contract and commit to
the group rules. Contracts will be handed to the
group facilitator, who will keep them as proof of each
member’s commitment.
Below is a sample:
GROUP CONTRACT – THE ‘X’ GROUP
Rule 1: Sessions will be conduct each week for _____ weeks on _______________.
The starting time will be __________.
If I break this rule I will be required to _________________________________.
Rule 2: Eating and drinking during a session will / will not be permitted.
If I break this rule I will be required to _________________________________.
Rule 3: Bringing friends and family to a session will / will not be permitted.
If I break this rule I will be required to _________________________________.
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Rule 4: Being under the influence of alcohol or drugs will / will not be permitted.
If I break this rule I will be required to _________________________________.
Rule 5: Interrupting another member while he is speaking will / will not be permitted.
(If permitted, only when _____________________________)
If I break this rule I will be required to _________________________________.
…
I hereby declare that I will oblige to all rules above, as agreed with the members of the ‘X’ Group
during the first group session.
Name: ____________________________________________
Date: _____________
Signature: __________________________________________
FEEDBACK SHEET
Feedback can be used to evaluate the progress of
group activities and sessions. The sheets below should
be handed to each group member, who will answer
the questions and place the completed sheet at a
provided box/recipient.
The feedback sheets will be anonymous, thus
encouraging members to be honest in their answers.
The facilitator can then discuss the outcomes of the
feedback session and the main issues (if any) that
were outlined by members.
TIP – this sheet can also be used in the final
session, where the moderator will use the feedback
for self-reflection and development of future group
sessions. For this purpose, the moderator can also
include an additional section with the question:
“please write down three words that illustrate the
moderator’s leadership style”.
SHEET 1 – SAMPLE
Please circle one of the following scale items
to identify your views on the statements below:
SA = Strongly agree
A = Agree
= Don’t know
D = Disagree
SD = Strongly disagree
1. I felt respected and appreciated by the group
leaders.
SA A D SD
2. I felt accepted and upheld by the other group
members.
SA A D SD
3. I disclosed personal details about my thoughts,
feelings, or life.
SA A D SD
4. I realised something about myself that I
hadn’t previously realised.
SA A D SD
5. I received help in some form from the other
group members/leaders.
SA A D SD
6. I could identify with other group members’
problems and feelings.
SA A D SD
7. I felt a sense of pride that I helped another
group member.
SA A D SD
8. I realised something about myself through
observing another group member.
SA A D SD
9. I expressed how I felt and it made me feel
better.
SA A D SD
10. I experienced a sense of hope about the
future.
SA A D SD
11. I learned how to interact with others in a
way I hadn’t done before.
SA A D SD
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03 2008
Each rating is given a score (Strongly Agree = 5,
Strongly Disagree = 1) and each statement is
categorized under the following headings:
1. Acceptance – Leader
2. Acceptance – Group
3. Self-disclosure
4. Insight
5. Guidance
6. Universality
7. Altruism
8. Vicarious learning
9. Catharsis
10. Hope
11. LIA (learning from interpersonal action)
© Australian Institute of Professional Counsellors
“The first lesson is to
examine our behaviour
to see how we might
have contributed to the
problem.”
SOCIAL ISSUES
We would value your input and opinions regarding
this article. If you would like to comment on the
content of this article please forward your feedback (for
possible inclusion in an upcoming issue of The
Professional Counsellor to: AIPC “Social Issues” Att:
Editor, Locked Bag 15 Fortitude Valley Qld 4006 or
send in an email to: editor@aipc.net.au.
Reaching Out from
the Death Row
“Scores of California’s most notorious convicts have
pen-pal postings and Web pages. It’s seen as free
speech — and a needles affront. From the
forbidding, steely confines of San Quentin Prison’s
death row, scores of California’s most notorious
convicts have been reaching out to the free world via
the Internet.
Scott Peterson’s Web page features smiling photos of
himself with his wife Laci, whom he was found guilty
of murdering and dumping into San Francisco Bay
while she was pregnant with their unborn son. It
also links viewers to his family’s support site, where
Peterson has a blog posting on his “wrongful
conviction”.”
The passage above was extracted from an article
published at the Los Angeles Times, by Tim Reiterman
on July 15, 2008. The article discussed the ethical
paradox (and ongoing debate) between convicted
prisoners’ rights to free speech and the legal confines
which intend to protect - even from information -
families who lost their loved ones.
The full article can be accessed from the link
below:
http://www.latimes.com/news/local/la-medeathrow15-2008jul15,0,1646459.story
Over the years a discussion, which largely
encompasses mental health and sociological
disciplines, has been centred on the key purpose of
incarceration – should the emphasis be on punishment
or rehabilitation Arguments have been made on both
sides, but its reconciliation and integration is still a
work in progress. Some could even argue that the
current system is in place for lack of a better answer.
The article above surfaces at a moment in time
which there is still a large but expanding “grey area”
surrounding the concept of imprisonment, and its
applications to the new “virtually-enabled” world.
Should convicted criminals be only secluded from
society physically – or is there a need to review the
current system taking into consideration their virtual
isolation as well If so, would that be a form of
punishment - or could it fit as part of a rehabilitation
plan In addition, should it be applied to any criminal,
or exclusively to “death-row” inmates
These are all questions to consider.
What are your thoughts on this subject
Write to us! Selected comments will be published in an
upcoming edition of the Professional Counsellor
Journal. To send a comment, simply email
editor@aipc.net.au and include your name and
qualifications.
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THE PROFESSIONAL COUNSELLOR
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WHAT OUR READERS HAD TO SAY ON SOCIAL ISSUES
In Issue 1, 2008 we featured an article entitled ‘New
Technologies: Benefit or Prejudice’ The article
discussed how new communication technologies are
gradually becoming tools for helping professionals, with
two example-situations in the context of mental health.
We asked for readers views on the article and
received the following responses from Mason Clarke
and Pedro Gondim:
The advent of new technologies in the helping
professions is here to stay and as with any new
developments, there are aspects which are both good
and bad in response to this.
A major advantage is the ability to
make contact and reach people that other
limited communication methods would
not have achieved. For example, reaching
drought affected families in rural Australia.
I think that people who have grown up
with the new technologies are more likely
to use them and be accepting of the
benefits that they offer and so I see this as
a tool which will be utilised in the future.
As per the article, there is also the ability
to intervene and respond to cries for help
that otherwise would have gone unheard,
thereby saving lives.
The trouble with the new technologies
is that they lack the human element that
comes with face-to-face contact and
support. Subtleties of an interaction can
be lost and because of the nature of the
communication it may come across as impersonal and
lacking in genuine care. The technologies rely heavily
on words therefore taking someone into a deeper
emotional experience may be more difficult and could
be a barrier to deeper levels of pain and the
expression of helplessness.
But the new technologies provide an avenue for
greater communication which I think is a good thing.
Mason Clarke
“Helping
professionals
need to
recognise this
opportunity and
promote
accountability
to create
awareness of
mental healthrelated
issues.”
Helping professions can certainly derive benefit
from communication technologies – and I think such
benefit could be divided into two areas: (1) the
delivery of service and (2) the diffusion of knowledge.
The article ‘New Technologies: Benefit or Prejudice’
focused on the first area, which is newer to
professionals and has a fantastic potential. With that in
mind, there is still much progress to be made – in
particular, as Mason outlined, in developing more
efficient ways to cater for all aspects of communication
(e.g. spoken language, body language, etc).
The second area, however, is equally interesting
and beneficial to the context of mental health. A
significant challenge in combating mental
illnesses is educating the general public.
For example, Depression and
Schizophrenia affect millions of
individuals worldwide; yet, most people
are highly uneducated about their
prevalence, symptoms and available
treatments. Such lack of knowledge poses
a challenge to effective prevention and
early treatment options.
New communication technologies,
with special attention to social media,
provide an efficient, economic and
effective way to educate citizens on
mental health issues. There are already
scores of professionals who now run
informative Blogs, websites and portals,
and share information among themselves.
As this trend grows, tools to make informed decisions
when dealing with mental health issues will be more
readily available.
Having said that, helping professionals need to
recognise this opportunity and promote accountability
to create awareness of mental health-related issues. If
prevention is the most effective way to promote good
health; education is the key to create a mindset that
unites individuals and societies in the effort to reduce
mental health problems worldwide.
Pedro Gondim
TREASURES FOR INSPIRATION
“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed,
it’s the only thing that ever has.”
~ Margaret Mead
20

THE PROFESSIONAL COUNSELLOR
03 2008
FEATURE
Counselling Dilemma –
Counsellors Comment on Ethical Issues
A local agency conducts a fortnightly support group
for victims of crime and you have just been recruited
as the new facilitator. The group consists of eight
members, all of whom have been victims of crime
within the last six months.
The group maintains its membership over a cycle of
eight fortnights. You work from a structured program
that is designed to assist group members to work
through their emotional responses to the trauma and
loss associated with their experience.
Over the first four sessions, the group appears to be
working well. All members have been able to share
their experience and have begun to process their
feelings. Nonetheless, after the fifth session, one of the
group members, Deborah, approaches you with a
complaint.
Deborah tells you that she is disappointed that you
have not confronted Trevor about his inappropriate
behaviour in the group. Unaware of any inappropriate
behaviour, you encourage Deborah to continue.
Deborah goes on to tell you that she thinks Trevor has
completely monopolised the group and has not
allowed others the opportunity to fully participate. In
addition, Deborah complains that Trevor is rude and
sexist and she believes he should be asked to leave
the group. She continues by stating that she is not the
only one in the group that feels this way.
As the group facilitator, you have not witnessed any
such behaviour from Trevor. What would you do in
this situation
We asked for views on this dilemma and received the
following responses from Irena Jaskiewicz and
Delphine Lloyd-Jones:
If Trevor is monopolising the group, then the group
and the facilitator share the responsibility for allowing
this to happen. Also, if Trevor is behaving
inappropriately, bringing this to his attention in the
group gives all group members the opportunity for
growth by helping Trevor. If the group and the
individuals involved can deal with this in a positive
way, then the group can return to its original purpose.
At the next session I would bring the problem to
the group as a whole so that we could determine if a
problem exists, and if so, what can be done to resolve
it. I would briefly explain what has been reported to
me, and that I needed everyone’s help in
understanding what was happening so that we, as a
group, could work out how to deal with the situation
and help Trevor and Deborah in the process.
21
I would invite Deborah and Trevor to speak
separately before opening discussion to the rest of the
members. My role as facilitator would be to ensure
that this occurs in a non-confrontational way so that
all members feel safe in speaking openly, and honestly
about what is happening. The ultimate goal is to use
the experience as an opportunity for learning and
personal growth, both for the members and myself as
a facilitator.
Irena Jaskiewicz
B.ASc, B.Nat, Dip. Prof.Couns
I would acknowledge and empathise with
Deborah’s feelings and concerns. I would express my
concerns with comments such as; “I can see this has
been very difficult and upsetting for you” or “I’m sorry
this situation has occurred for you”. I would enquire
as to how she’s going with the group so far, apart
from this situation, and whether she has been able to
work through some of her pain and trauma within the
group. I would ask generally what’s been happening
for her in the group process.
I would talk with her about Trevor and her feelings
towards him and his behaviour in the group. I would
acknowledge her concern that
I had not confronted Trevor,
but would explain that I had
not personally noticed any
negative behaviour. I’d let
her know that from this point
I’d be observing his manner
and interactions and would restructure
some of the group
dynamics to discourage any
members from monopolising.
I’d explain that at this early
stage in group work it’s
normal to have a bit of a
‘storming’ stage where people
may express discomfort with
other members, may need to
“I needed
everyone’s
help in
understanding
what was
happening so
that we, as a
group, could
work out how
to deal with
the situation”
address various issues and concerns, or discuss
struggles they may be having within the group
process.
I’d inform her of some of the steps I’d put in place
initially to deal with the situation, such as hand out
anonymous feedback forms to all members, which
would include the question: “Is there anything you
feel is inhibiting input to the group experience” I’d
clarify group rules around appropriate behaviour and

THE PROFESSIONAL COUNSELLOR
03 2008
interactions, at the start of the sessions, and break
some of the activities into pair groups so as to prevent
individual members from taking too much attention
and time. I would thank Deborah for sharing her
concerns and would talk to her again soon to see how
she’s going.
I would seek supervision on the issue, observe
Trevor’s behaviour, and hand out feedback forms to
assess other members’ comments, implement some
new group structures and allow some time to pass to
see what develops or doesn’t develop. If I find that
Trevor’s behaviour is inappropriate and is continuing,
I’d then speak with him separately.
Delphine Lloyd-Jones
Dip. Prof.Couns
FEATURE
Book Review
Principles of Group Treatment
Berne, M.D., E. (2005). Principles of Group
Treatment. Fremantle Publishing, Australia.
379 pages. ISBN – 0 9757079 3 0
This book gives a broad knowledge base to the
reader and the content is almost step-by-step for those
actually going through the practicalities of initiating
group treatment. The approach analysed by Berne is
applied transactional analysis.
The book is divided into two parts; “Basic
Principles” followed by “Transactional Analysis”.
“Basic Principles” gives you a lengthy overview of
the logistics that the group treatment facilitator needs
to consider.
The first chapter in this section is a generic look at
determining what you want to achieve from your
group and how to put that into practice by reviewing
areas such as selection of patients, therapeutic goals
and where to hold the meetings.
Preparation for the facilitator and the group
members is then discussed in terms of ensuring all
staff involved are collectively ready to implement
group treatment and have access to resources, such as
supervision, when the need arises. Member selection
is again mentioned in terms of deliberately choosing
members who will ensure the group is homogeneous
so the group can maintain shared focus, visions and
goals.
Aptly named “The First Three Minutes” is the next
chapter, which deals with impressions within the
group. It advises the facilitator on watching and
listening to the group and also self-observation in
order to build the therapeutic relationship as soon as
possible. The issue of self-care is briefly mentioned
here also.
The facilitator is given a fascinating anecdote in
Chapter 4, which shows the versatility in roles that
assists group therapists in helping their members and
also some pitfalls to avoid.
The section titled Methods of Treatment describes
how different types of group members and also entire
groups can be given the most appropriate
interventions considering the characteristics they
display. Berne gives the reader insight into a few
different approaches, including Supportive Therapy,
Group-Analytic Therapy and Psychoanalytic Therapy
within each group type.
The rest of Part One is dedicated to group
dynamics that may unfold, teaching and further
learning in a clinical sense and using group treatment
as a basis for research.
Part Two, “Transactional Analysis”, again starts with
basic principles and techniques. The next issues
raised however are more theory-based; the
Transactional Theory of Personality.
In the following Chapter, Transactional Analysis is
evaluated alongside other theories, such as Gestalt
Therapy and Psychodrama.
The facilitator’s reflection skills are tested in the
next segment which deals with “games” that they may
play but currently be unaware of, such as, “I’m only
trying to help you” or “Psychiatry”. It gives some
poignant examples of attributes we need to be aware
of and avoid if at all possible, whilst facilitating group
treatment.
Finally, the book is concluded with some diagnostic
categories for mental health issues and other areas
people may seek therapy for, for example, marital
difficulty. These are discussed in terms of how
valuable Transactional Analysis can be in group
treatment.
There is a variety of examples, anecdotes and
diagrams for the reader to peruse and they help to lift
the reader out of the text and into the real-world.
Copies of this publication are available at
www.amazon.com.
22

THE PROFESSIONAL COUNSELLOR
03 2008
GRADUATE SUCCESS STORIES
As this segment is a regular feature in “The
Professional Counsellor” I would like to invite
Graduates to write to me with their own story for
possible publication in an upcoming edition of “The
Professional Counsellor”. Whether you have begun
your own counselling practice, are employed by an
organisation or have gone on to study at University we
would love to hear from you. Please send your story
and photo to: AIPC, Editor, The Professional
Counsellor, Locked Bag 15, Fortitude Valley Qld 4006.
This edition we are featuring graduates Alison Hicks
from Melbourne and Alan MacFarlane from Brisbane..
Alison Hicks
When I started the AIPC course I was at a rather
low point in my life. I had an accident two years
before and was having problems walking. My niece
recommended that I use the time that I was confined
to a chair to explore a subject that I had been
interested in for years: Counselling. My husband and
children encouraged me to take this step and I applied
immediately.
I sailed through the first book... posted it in and
waited... after a few weeks I opened my returned
book with trembling fingers – fantastic! I had
completed the unit... what a sense of relief. I
continued on for a few more units until I attended one
of the wonderful days with Sophia Liddy in
Melbourne. I was approached by another “wanna be
counsellor” who advised me to try doing the course
over the internet. This made my life so much easier. I
also completed each unit quicker and found I was
more motivated.
From unit twelve I found I needed assistance and
so used the 1300 number. Kathleen and Paul were a
source of encouragement and advice. One day
particularly I was ready to walk away from the course
so I phoned Kathleen and she worked out what was
bothering me and guided me back on track.
I have now completed
the course and feel amazed
that after so many years out
of the learning system I
have managed to get this
far. My priorities have
always been my husband
and his career, my children
and their achievements in
“Doing the
course over the
internet made
my life so
much easier.”
life. For most of twenty five years my thoughts, hopes
and dreams have been focused away from myself... in
fact I lost sight of who I was.
I now find this has changed. I still relish all the
good things that happen in my husband and children’s
lives but I also have opened my eyes to the fact that I
have abilities and needs. In fact, through this course I
have re-discovered the joy of learning. I feel positive
about my future and am proud of myself for achieving
this.
I am counselling from home and love every minute.
There is an amazing amount of satisfaction doing a job
you enjoy.
In conclusion I would like to encourage everyone
to stretch themselves, broaden your boundaries, look
outside the square and if you feel overwhelmed ask
for help.
If you have lost your ways talk to someone. Meet
with others who are doing the same Counselling
course and above all enjoy the journey. We have been
blessed with a life make the most of every day.
Alison Hicks
Alan
MacFarlane
Thanks for the opportunity to tell
my story. I thought rather than
write about achievements post
course, I would give a little insight
into how a 45 year old male who had not seen the
inside of a classroom for thirty years, successfully
completed the Diploma of Professional counselling in
16 months.
It all began when I was scanning through the local
paper in search of a change in career direction and
came across an ad that appeared to jump out at me.
So I dared to dream, “could I become a Professional
Counsellor”
I rang the number and Rob Carrigan (Brisbane’s
Manager) answered the phone. I recall we spoke
awhile and then I asked Rob, “Do you think I could
complete this course in 16 months” Rob responded
with a convincing “yes Alan, you can do it”. After the
call I hung up the phone and thought to myself,
“Wow, he seems like a really nice bloke, wonder if he
has completed the Diploma”
Now for those already achieving, keep doing what
you are doing, but if you are having any difficulties,
your first stop is Rob, Cindy, and the fantastic team at
AIPC’s Support for inspiration.
Here is something I did, that worked for me. I
wrote two goals on a piece of paper,
“Complete Diploma of Professional Counselling in
16 months”. The second goal I wrote at the end of
my first goal was my age on achieving this goal, “45”.
Two reasons for doing this, first I’m guaranteed to
achieve 50% of my goal. Second, now I have a choice,
I can be 45 with a Diploma or I can reach 45 and say
23

THE PROFESSIONAL COUNSELLOR
03 2008
“If only”. For the reader struggling with your studies
remember it’s only a page at a time. Write down the
date two years from now and your age. Now you
have a choice, at age
You can arrive with a
Diploma or arrive at
age, and look back and
say “if only”... the
choice is yours, and I
may not know you
personally, but I know
you can do it!
Finally, as a good
friend of mine has
shown me, there are
two ways to live your
life: “Be a Spectator” or
“Be a participant”.
The “Spectator” rarely
achieves anything in life,
“It all began
when I was
scanning through
the local paper in
search of a
change in career
direction and
came across an
ad that appeared
to jump out at
me.”
and sits back to watch others achieve. The spectator of
life will normally end their journey with thoughts of
“If only”.
The “Participant” can be guaranteed one thing, and
that is “experience”. The participant will experience
failure, disappointments, achievement, and the feelings
of success, but most importantly, the participant in life
will end with their journey with thoughts of “I have”.
Choose to be a participant, write down your goals
and turn to the next page. To Rob, and all the team
at AIPC who helped me achieve my goals, thank you
very much, and to the Reader thank you for giving up
your valuable time to read my words.
P.S for the record the Diploma has opened a door
for me with Corrective Services. I took a month or two
off at the Casino to assist in rolling out a new
Surveillance Offender Program where it requires me to
utilise my newly developed skills.
The feedback from the Regional Director is that I’m
the only Officer not having trouble with the new
program and have offered me full time work with the
program.
Alan MacFarlane
ASSIGNMENTS HINTS AND TIPS
LEARNING TIPS FOR STUDENTS
Before reading the whole of this hints and tips
section, try the best you can to remember the
words listed below in italics by reading the list
three times only, then cover the list up and see if
you can say all the words out loud… to, you, is,
important, how, when, learning, know,
information, easy, remember….
How did you go Did you get them all correct
Or was it a struggle to remember them all Most
would find it a struggle to remember all the words.
Some might have recalled a few of the beginning
words and a few of the end words; others may
have latched on to three or four words randomly
and remembered them. Others may have tried
more elaborate strategies of trying to link words
into chunks or word groups, so rather than
remembering single words randomly; they
remembered groups of words. This could have
resulted in more words being remembered. But
still, probably not all of them.
Whichever way you tried to remember the
words, this exercise is an example of how hard it
can be to acquire new information and retain it.
Ok, now I want you to try again with the same
word list but this time I am going to rearrange the
words into a different form that will make them
easier to remember. See if you can remember the
same list of words listed below in italics by reading
the list three times only, then cover the list up and
see if you can say all the words out loud…
learning to remember important information is
easy when you know how…
How did you go this time Did you remember
more than the first time Did it seem to lock into
memory easier Most would have found it a lot
easier to retain the knowledge in this list than in
the first even though the lists were exactly the
same in terms of the words used.
So what’s the difference Information is easier to
remember when it has real meaning for us. When
we read through something and it makes no sense,
or it has no real meaning or value for us, it will
often go in one ear and straight out the other.
So the trick is when studying new information,
don’t try to just rote learn lists of mumbo jumbo!
Studying is a process of constructing the
information into a form that makes sense to you!
So when you read through information, the process
of learning involves taking your time to go through
the information carefully so you can rearrange it
into a shape and form that gives it real meaning for
you, in the context of your own world and life
experiences. By doing this you will make the
information a whole lot easier to remember!
Dr. Clive Jones, AIPC Education Manager
24

THE PROFESSIONAL COUNSELLOR
03 2008
TECHNOLOGY IN OUR PRACTICE & INTERESTING WEBSITES
Technology in Our Practice Dr. Angela Lewis, HMACA
Hello everybody. This issue we
look at some general handy hints
around using your computer,
including a terrific little keyboard
combo for undoing an action in all
Microsoft programs and then I
present some websites related to
AIPC’s featured topic for this issue,
‘groups: dynamics, interventions and group
counselling
First up though, a little chat on what we can do to
avoid Spam….that annoying junk mail everybody’s
inbox seems to be plagued with! Often we are
actually to blame ourselves for making it easy for the
spammers……
Don’t Invite Spam
Spam email is unsolicited junk mail sent to your
email address. Forwarding email that contains the
email addresses of all those who received it can bring
on a batch of Spam mail. To help cut down on the
likelihood of this occurring, make sure you delete all
of the previous addresses before forwarding the email
– it just takes a second to select the previous
addresses and hit delete and after awhile it will
become second nature and not a chore.
Doing this helps to protect everybody’s safety, as
this way the person you forward the message to won’t
be able to see the addresses of all those who already
got the email (there may be times when there are
good and valid reasons to keep the list there, so you
need to make your own value decisions in this
regard).
Easy Update for Web Pages
Do you visit the same Web sites often Or, maybe
there’s a site you visited a long time ago and you’d
like to go back to it. Either way, you’re going to want
to see the most updated version of it and just calling it
up from your Internet Explorer Favourites button does
not necessarily mean this is the case. You have two
options, you could call up the page and then click the
‘refresh’ button as below:
Refresh: This option (the second icon below, from
right-to-left) forces the screen to redraw the currently
displayed page and reload all images, giving you the
latest version of the web page.
Or:
You could make a quick setting in your Web
browser of choice. If you use Internet Explorer, open
it up and go to Tools, Internet Options. Once you’re
there, look for the Temporary Internet Files section
and click on the Settings button. A new box will
appear and at the top there is a section that says
‘Check for newer versions of stored pages’. If you
choose ‘Automatically’ Internet Explorer will check
for the newest version of the site every time you come
back to view it.
Undo That, Please
Here’s an oldie, but a goodie! Do you ever make
mistakes while you’re typing or when you’re working
in a certain program If so,
would you like to be able
to go back and redo some
things so that your mistakes
are long gone history If
you would, all you have to
do is hold down the Ctrl
key and then press the Z
key on your keyboard.
The Ctrl and Z
combination will undo any
changes you’ve made (good
or bad). Maybe you’ve done
something and it’s not
necessarily a mistake, but
“Forwarding
email that
contains the
email addresses
of all those
who received it
can bring on a
batch of Spam
mail.”
you would still like to redo it - well, just use Ctrl + Z
and it will be taken away! This undo shortcut works in
pretty much any standard program you may use on
your computer. If you prefer, you can also undo by
going to Edit Menu and choosing Undo, but the
keyboard shortcut is just so much faster and easier.
Happy undoing!
Keyboarding Symbols
Because of a function known as AutoCorrect (found
under the Tools Menu in Word), you can automatically
create symbols such as © or ® - and here’s how:
Type left bracket, then the letter ‘c’ then right
bracket – up pops ©
Type left bracket, then the letter ‘r’ then right
bracket – up pops ®
Type left bracket, then the letters ‘t’ then ‘m’
followed by the right bracket – up pops
Type colon then a left bracket - so that’s: then (and
up pops a sad face ☹.
Type colon then a right bracket - so that’s: then)
and up pops a smiley face ☺.
Websites presented this issue focus on
the concept of group formation and
dynamics as well as group counselling.
A good start on the topic can be
made with this brief but succinct
overview of counselling in groups, provided by the
premier American library site Eric Digests. This article
25

THE PROFESSIONAL COUNSELLOR
03 2008
focuses on the key aspects of the subject without
overwhelming the reader.
http://www.ericdigests.org/1994/group.htm.
This very comprehensive resource for facilitation
and group dynamics (plus many other interesting
topics) is provided free of charge in a library format
http://www.managementhelp.org/grp_skll/theory/th
eory.htm.
The UCLA / School Mental Health Project
operates a clearinghouse link that provides a huge
amount of free resource material. Click on this link
http://smhp.psych.ucla.edu/qf/grpcounselling.htm and
then follow the links to topics such as ‘how to get the
most out of group counselling’, ‘group counselling for
people with mental retardation’ and ‘group counselling
and psychotherapy.
Or you may like to read an essay by Dr. Robert K.
Conyne professor of counselling at the University of
Cincinnati entitled, ‘Understanding and Using Group
Work’
http://library.educationworld.net/a3/a3-42.html.
And for a completely different angle on group
dynamics, take a look at Prada and Paiva’s paper on
creating a facsimile of group dynamics in the virtual
environment, which makes for absorbing reading
http://gaips.inesc-id.pt/gaips/shared/docs/pradaaisb2005.pdf.
Please note that all Internet addresses were correct at the time of
submission to the AIPC and that neither Angela Lewis nor the AIPIC
gain any financial benefit from the publication of these site
addresses. Readers are advised that websites addresses in this
newsletter are provided for information and learning purposes, and
to ensure our member base is kept aware of current issues related to
technology. Email me at AngelaLewis@optusnet.com.au.
STAFF PROFILE
IRENA JASKIEWICZ
Education Advisor, Head Office
Irena is a recent graduate of AIPC
and has just joined the team as an
Education Advisor.
Counselling is Irena’s fourth
career in a work history that began
after completing a Bachelor in
Applied Science at Queensland
University of Technology. This led
her into an exciting journey which spanned 15 years
and gave her experience in routine pathology,
laboratory management and medical research. One
highlight of this time was a year on Nauru Island as
the Scientist in charge of the Nauru Government
public hospital.
In the 80s she was inspired by the developing area
of computing and obtained a Diploma in Computer
Operations and Programming from the Control Data
Institute. She then gained work in the Information
Technology Faculty at QUT as a technician. Her role
was to assist with the introduction of PC’s into the
faculty and to manage PC laboratories and technical
support staff.
After five years at QUT, she became involved in
natural medicine and made another career change to
study Naturopathy and Herbal Medicine. After
graduation, Irena established her first Naturopathic
clinic and commenced full-time private practice.
During the following 15 years she also gained
experience in education and lecturing as the Academic
Head of Naturopathy with ACNM, Brisbane. It was
during her clinical work as a Naturopath that she
developed an interest in learning counselling skills and
enrolled in the Diploma with AIPC.
As she worked her way through her diploma, she
realised that she wanted to move into the counselling
area. She closed down
her Naturopathic practice
to focus her time on
finishing the diploma.
She also completed a
Certificate IV in
Workplace Training and
Assessment, and a course
in crisis telephone
counselling. Furthermore,
Irena does volunteer
work in that area on a
causal basis.
On a personal note,
she lives on two acres on
the north side of
Brisbane, which she
shares with koalas, scrub
“Counselling is
Irena’s fourth
career in a work
history that
began after
completing a
Bachelor in
Applied Science
at Queensland
University of
Technology.”
turkeys, and other various forms of flora, fauna and
wildlife. She is landscaping the property and tends to
spend a lot of her spare time in the garden.
Irena also loves photography and she is a member
of a camera club where she is learning how to take
better images and occasionally enter images in
competitions. Finally, she loves to travel around
Australia, or overseas to visit family in England
whenever she can.
Wow, what a story
26

THE PROFESSIONAL COUNSELLOR
03 2008
FEATURE
Special Events
AIPC’S ADELAIDE GRADUATION
Left to right - Back row
Carol MOORE (Manager/Lecturer); Kerry CAVANAGH (Speaker); Vittoria HECK; Rechilda SCHORTZ; Michael BEKIRI; Jenny McMAHON; Joy
LUCKETT (Speaker); Kerry ARMSTRONG-MOORE (Admin Officer); Carey HAURI (Speaker);
Middle Row
Emily SCOVELL; Rebecca TREEBY; Julie PETERSEN; Stephen WECKER; Jennifer HOSTE; Annie CORNISH; Julie PAECH;
Front Seated
Domenic CARBONE; Merryann LANE; Scharmaine MICHALAK; AnneMarie LAZBROOK; Carole DERRINGTON; Margaret EASTERBROOK:
Helen ANDERSON; Susan O’Connor.
The Adelaide Graduation Ceremony was held on
the 19th of September, at the West Adelaide Football
Club, Richmond. In total there were 19 graduates of
the Diploma of Professional Counselling.
Speaker Kerry Cavanagh spoke about the
importance of supervision, whilst Joy Luckett
discussed the significance of Association membership.
Finally, Carey Hauri provided an insight on “where to”
from graduation. The evening was a great success and
was enjoyed by all who attended.
From all the AIPC Team, we would like to
congratulate the Adelaide Graduates and wish you
good luck in your new endeavours!
CAROL MOORE’S GRADUATION
The Institute would like to extend ‘Congratulations’ to Carol Moore,
AIPC’s Branch Manager in South Australia. Carol has recently graduated
with a Graduate Diploma in Social Science (Counselling Studies) from
the University of South Australia.
Carol has worked very hard over the last couple of years to
complete this course: she works full time for AIPC in her management
role, plus she also lectures for AIPC on weekends, and has a caseload
of private clients. And in between all of this, she has completed her
Graduate Diploma!
This is a real encourager for AIPC’s external students whom are
often also juggling employment, study and other commitments in their
lives. Well done Carol!
27

THE PROFESSIONAL COUNSELLOR
03 2008
STATE NEWS
Sydney
Hi everyone! All the members of the Sydney Student
Support Team extend a very warm welcome to
students who are joining us for the first time. We hope
you find the articles in this, and future editions,
motivating, inspiring, educational, and a valuable
adjunct to your counselling studies.
Winter is over and the days are getting longer, and
that can create a disincentive to stay indoors and
study, however try not to let that happen. Don’t let
yourself be tempted away from reaching your goal of
becoming a professional counsellor.
Keep your eye open for our Advanced Study Major
Workshops. We will be running every one of the
Majors by workshop twice over the next 12 months,
so make sure you book early for the ones you want to
attend, because they can book out quickly.
That’s about it for this edition. Oh, before I forget…
please make sure that we have your current, correct
email address, because we are using email
broadcasting to notify students of upcoming events,
special deals, changes to timetables, and other
important information, so don’t miss out by forgetting
to keep us informed.
From Jacqui, Ros, Lorraine, Sandra, Eve and myself
we wish you every success in your studies. See you
next edition.
Kind regards,
Nev Randle
Manager – Sydney/International
Melbourne
Hello everyone and welcome to the state news for
Victoria for this issue of The Professional Counsellor.
Complete your Advanced Study Major by
attending a Workshop
If you are enrolled in an Advanced Study Major,
attending a Workshop is an excellent way for you to
complete the components of your Advanced Study
Major (ASM) in a stimulating and interactive classroom
environment. The ASM Workshop program provides
the opportunity for you to undertake face-to-face
study whilst being trained in the counselling skills
specific to your area of interest.
The ASM Workshops run over two full days during
which you participate in group discussions, receive
training specific to the Advanced Study Major covered
and also complete around 50% of the required written
assessment!
At the recent ASM Workshop held for Grief & Loss
all of the participants found the experience to be
invaluable in training them in this specialised area of
counselling and are looking forward to booking in for
their next Advanced Study Major Workshop soon.
For further information regarding the Advanced
Study Major Workshops then please call us at the
Melbourne Student Support Centre for further details.
Email Addresses
Do we have your current email address Email is a
great way for us to let you know about all of the
classes, seminars and workshops that are coming up at
the Melbourne Student Support Centre so if you
change your email address then please don’t forget to
let us know! To change your email address simply
email your new email address to: aipcvic@aipc.net.au
Graduation
The Melbourne Support Centre’s annual Graduation
Ceremony is scheduled for the evening of Friday 21st
November. If you are planning to attend then please
make sure you have submitted all of your work at
least six weeks prior to the 21st November. This
means you should be aiming to complete your Unit 22
by the middle of October at the very latest! If you
need assistance organising your submissions then
please call Luisa at the Melbourne Support Centre and
she can help you out.
Until next time, good luck with your studies and if
you have any questions then please give us a call at
the Melbourne Student Support Centre, we would love
to hear from you!
Katie, Luisa, Maree and Rachel
The Melbourne Student Support Team
Brisbane, Northern
Territory & Tasmania
Hello and welcome to this edition of the
Professional Counsellor
As you would expect the last few months of this
year have been very busy with a lot of students
getting assessment in before the end of year holiday
break.
Congratulations to those students who have
successfully completed their first couple of units. We
can all understand the tension and anxiety that goes
on in the first few months of your study… waiting to
hear the result of your first piece of assessment… have
I got it right What it if it’s wrong It’s a relief when
that first unit comes back, isn’t it
I’m sure all students who have got passed that first
unit would know what I mean. So well done to those
students who moved passed their fears and did it
anyway. You’ve started your journey as a student
again.
I’ve also been delighted to hear more and more
students using the study line to review questions with
our tutors. Michelle, Irena, Tanya, Kathleen and
Delphine do a wonderful job helping students through
their questions and concerns and I know you’ll benefit
28

THE PROFESSIONAL COUNSELLOR
03 2008
when you call them. So if you’ve been putting off that
call do it now. I’m sure you’ll be glad when you do.
Remember our Brisbane Graduation Ceremony is
coming up again on the 30th November. If you are
planning on attending the graduation and have not
received an invitation please contact our support
centre on 3843 2772 and speak to Mikala so we can
reserve your place.
Finally I was reading an article recently from
renowned therapist Joanne Susi. She makes some
interesting points regarding our work as
counsellors……here’s Joanne:
“Work as if it doesn’t matter, John Gray made this
statement in his book How to Get What You Want and
Want What You Have. When I first read this, I
wondered how I could possibly do that because I care
about my work!
One day when I was working with a client I
realised I was so intense on the listening that nothing
else around me mattered. This is what he meant! This
is being in the moment and not concerned about
doing.”
Being vs. Doing
The concept of being vs. doing can be difficult to
grasp. We think about what we want to do, but how
do we just “be” as it takes not thinking. Activities that
allow us to connect with our hearts and feelings help
us learn how to “be”.
A helpful tool is making a comfort list, things that
bring joy and peace, keeping you “out of your mind!”
The list may look like this:
• Listening to music
• Walking along the beach
• Taking a warm bubble bath
• Reading a great book
• Listening to wind chimes
• Watching candles glow
• Listening to the silence
• Spending time at a bookstore
• Talking with friends
• Watching the sunrise
• Watching the sunset
• Having a massage
• Giving a hug
• Collecting your favorite things
The more we allow ourselves time for these
comforting activities, the more connected we become
with our centre, creating a balance within ourselves.
Being in the moment is realised as pleasurable.
When we counsel as if it doesn’t matter - coming
from being and not doing - the flow is magical and
we counsel with ease.
From behalf of Beverly, Belinda, Cindy, David,
Leanne, Mikala, Tony and Zahava we wish you the
very best with you studies both now and in the future.
Rob Carrigan
Manager, Brisbane
Regional QLD
Hello everyone and a special welcome to our new
students. The topic this month, group work, is an
important part of a counsellor’s skill base, particularly
when consideration is given to workplace and family
scenarios. Groups often have things in common e.g.
the age of members, their backgrounds or the types of
issues they wish to deal with. The length of time that
groups ‘group’ can also vary, from a one off occasion
to the perennial family group.
Groups are generally recognised as transitioning
through five stages: dependency, conflict, cohesion,
interdependence, and termination. The stages are
often called “forming, storming, norming, performing,
and adjourning (Tuckman & Jensen, 1977).
Hence, a group is dynamic in nature, i.e. it can
change as new information comes to light and
member attitudes change. As members share
experiences, offer help to others and learn new ways,
the group bonds and becomes more cohesive in
nature. Sub groups can also form where members
associate with others that they respect and relate to.
A counsellor’s role as group leader is critical in
maintaining balance and harmony, to draw out
members who are shy and to limit those who are
overbearing! Establishing clear, simple guidelines and
creating a trusting, confidential and supportive
atmosphere are all important goals for the group
leader/counsellor.
Effective group leaders also bring empathy,
consideration and support throughout all stages of the
process. When this is coupled with effective problem
solving techniques, synergy arises (i.e. the outcome of
the group is greater than the sum of individual
member contributions).
The Diploma dedicates Unit 20 to the study of
Group Counselling. It’s a great unit and an excellent
tool for learning group facilitation skills. For those
graduate students wishing to undertake further study
of group work, consideration should be given to our
Post Graduate courses in Family Therapy.
Enjoy your studies!
Peter Kesper
Manager, Regional Queensland
South Australia
‘WELCOME’ to all our new students, to all our
regular readers HELLO AGAIN; we hope this edition
finds you in good health, and we trust you and your
families are enjoying life.
WOW!! Can’t believe how quickly the year is
passing. Warm weather will soon be back, but it is still
pretty cold down in Adelaide at this time of the year!
Staying indoors in the cold is a great opportunity to
get those books out and get a few questions
29

THE PROFESSIONAL COUNSELLOR
03 2008
answered. Before you know it you will have another
book completed.
For those who may be interested, my Uni studies
are DONE. Yeah!!!!! I completed my Grad Dip in
Social Science and then it lasted only a week with
nothing to do before I got the withdrawal
symptoms….. LOL …. so I have made the decision to
continue with something else … STUDY HAS
INGRAINED ITSELF AS A BIG PART OF MY LIFE …
Will let you know what I get started on. Remember, if
you feel stuck … I understand, call me… maybe I can
help motivate you to keep going.
We have lots to offer as you progress with your
studies including: In-Class sessions, “Fast-Track”, ASM
Workshops & Tutorials, if you want more - let us
know … if you’re interested in attending any of them
simply make a phone call to the Adelaide office and
book your place, or discuss what your needs are and
we will consider how we can help. We do still have a
final couple of places in the ‘fast-track’ program so if
you are still interested call me. We enjoy contact from
students! Drop us a line - send us your ideas or
comments - keep us informed of what your needs are.
My hubby and I have been having a bad run with
family and health over the last 12-18 months so this
favourite saying has been in my thoughts a lot lately,
“Things turn out best, for those who make the
best of the way things turn out,”
But here I am now, graduated from my studies and
moving on with life, expanding my education and
professional development. If you need a chat about
the direction of your study and how to keep it
moving, call me.
…and remember to smile often... it leave others
wondering what you have been up to...
“Adelaide staff has a can-do attitude to students’
requests”.
So remember … if you need help with your study,
all you need do is ask, (It is a far bigger weakness not
to ask). We are here to enhance your learning
experience… … let us know what you need … …
and we will endeavour to provide it. Good luck with
your studies………Hope to see you sometime in the
second half of 2008.
Kind Regards
Carol, Kerry-Ann, Linda, Sally & Shona
The Adelaide Team
Regional New South
Wales
Hello all,
We would like to extend a very warm welcome to
all students who have enrolled since the last
newsletter. Often when we talk with new students
there is a feeling of excitement, positive energy and an
eagerness to get started with their studies. It’s great to
be able to help people to achieve their goals.
For those of you that I have not spoken to, I would
like to introduce myself. My name is Amanda Black
and I am the new Manager for Regional NSW, ACT &
Gold Coast. I took over on the 1st July and I must
admit it has been a very steep learning curve. I am
married with 2 little kids William 4 and Samantha 2 so
going back to work full time is a juggling act. I admire
all of our students who can add study into the mix of
work and family life.
I would love to hear from students on how they
feel we would be able to improve the level of service
and contact we have with them to ensure that they
can move forward smoothly with their studies.
New Private Assessor in Wagga Wagga
We are pleased to welcome Alex Honeykats to our
Private Assessor Team. Alex is based in Wagga and is
looking forward to helping students with their
assessments.
To ensure that your units are marked
efficiently
Please remember to send your Assessment Cover
Sheet to head office with each unit.
If you are sending more than one unit don’t forget
to give us a call so that we can arrange priority
marking, otherwise your units may come back
unmarked. If you are resubmitting Not Yet Competent
units please ensure that your original workbook is sent
back with your resubmission.
Your Contact Details
Have we got your current email address Email is a
very effective way for us to keep in contact with you
and also provide you with the latest information on
what we are doing here at the Institute. If your email
address has changed recently, please be sure to let us
know by emailing us on amanda@aipcregional.com.au.
Similarly, if any of your personal contact details have
recently changed (name, address or contact number),
please keep us up to date by emailing or calling our
office.
Our Contact Details
Just to let you know that we have new email
addresses. To contact Renee her address is
renee@aipcregional.com.au and Amanda is
amanda@aipcregional.com.au
That is all for now… until next time, I would just
like to remind you that Renee and I are here to
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THE PROFESSIONAL COUNSELLOR
03 2008
support and facilitate your learning. If there is
anything you need help with, please ring or email and
we will do our very best to assist you.
All the Best from,
Amanda & Renee
Regional New South Wales Support Team
Western Australia
Greetings to all new students who have recently
enrolled in the course and hello to all other students!
With Winter ending now it is a good time to reassess
your goals and get your studies on track. What
better way than with a group study session!
If you haven’t contacted the office to get a student
networking letter sent out to you, why not do it today
You are then able to get in contact with students in
your area and/or who are at the same stage as you in
your studies.
Working with others is a wonderful way to stay
motivated and receive different insights into what you
are learning. For more information,
http://homeworktips.about.com/od/homeworkhelp/a/s
tudy.htm is a great website for study tips or call the
study assistance line on 1300 139 239 and have a chat
to someone who can help.
Remember! If you’re experiencing difficulties, don’t
worry. There’s lots of support available from your
local office. We’re here to help you achieve your goals
and successfully complete your Counselling studies.
Ever considered volunteering It’s a great idea!
You need experience prior to starting a private
practice or looking for a job, so why not consider
becoming a volunteer counsellor This is a great way
to gain experience, learn about the industry in general
and network with local agencies, as well as expanding
your career choices.
We have a Volunteer Booklet containing around
twenty organisations, which are available on
completion of unit 10. These organisations contained
in it have agreed to be included in this booklet to
help students choose an area of counselling that is
both interesting and suitable for their needs.
It also specifies their requirements of the person
who volunteers. You can also choose from the many
other agencies we don’t have listed. For further
information on this please call our office on 9228 3026
and speak to Amiee or Lisa
Also, students who send in monthly payments
please remember to place their name on the back of
the money orders/cheque, as it makes it much easier
to process!
Finally, I am leaving Australian Institute of
Professional Counsellors and Life Coaching Institute on
30th of September 08 to move into another position. I
have thoroughly enjoyed working with all the
students. It has been a very positive experience for
me both personally and professionally. I want to thank
everyone for their support.
I have enjoyed very much working with Perth office
staff and lecturers, colleagues at AIPC and students.
Best wishes and Kind regards,
Rathini Sonnadara
Manager - WA/Singapore
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THE PROFESSIONAL COUNSELLOR
03 2008
SEMINAR DATES
Northern Territory
Communication Skills I/Seminar A
18/10/2008
Communication Skills II/Seminar B
15/11/2008
Counselling Therapies I/Seminar C
11 & 12/10/2008
Counselling Therapies II/Seminar D
22 & 23/11/2008
Case Management/Seminar E
06 & 07/12/2008
Counselling Applications/Seminar F
08/11/2008
Note: pre-requisites apply for all seminars
Venue:
Address:
Times:
Franklin & De Ionna
57 Savannah Drive, Leanyer NT
8.15 registration
8.30 am start
4.00 pm finish
Bookings: 1800 353 643
* Please note that minimum booking numbers apply to
allow these seminars to proceed.
Lunch facilities are available nearby or you may bring
your own.
Sydney
Communication Skills I/Seminar A
31/10/2008, 22/11/2008, 12/12/2008
Communication Skills II/Seminar B
01/11/2008, 24/11/2008
The Counselling Process
10/10/2008, 15/11/2008, 01/12/2008
Counselling Therapies I/Seminar C
10 & 11/11/2008
Counselling Therapies II/Seminar D
27 & 28/11/2008
Case Management/Seminar E
27 & 28/10/2008, 05 & 06/12/2008
Counselling Applications/Seminar F
25/10/2008, 13/12/2008
Note: pre-requisites apply for all seminars
Venue: AIPC, Parramatta Office
Address: Suite 21, 2nd Floor, Medical Centre, 152
Marsden Street, Parramatta.
Times:
8.45 registration
9.00 am start
5.00 pm finish
Bookings: (02) 9687 9688
Lunch facilities are available nearby or you may bring
your own.
South Australia
Communication Skills I/Seminar A
18/10/2008, 06/12/2008
Communication Skills II/Seminar B
19/10/2008, 07/12/2008
The Counselling Process
29/11/2008
Counselling Therapies I/Seminar C
08 & 09/11/2008
Counselling Therapies II/Seminar D
22 & 23/11/2008
Case Management/Seminar E
25 & 26/10/2008
Counselling Applications/Seminar F
30/11/2008
Note: pre-requisites apply for all seminars
Venue: AIPC, Adelaide office
Address: Level 10, 68 Grenfell St, Adelaide
Times: 8.45 registration
9.00 am start
5.00 pm finish
Bookings: (08) 8232 7511
Please book early to ensure that a place is reserved for
you.
Lunch facilities are available nearby, or you may bring
your own.
Western Australia
Communication Skills I/Seminar A
01/11/2008
Communication Skills II/Seminar B
02/11/2008
The Counselling Process
04/10/2008, 06/12/2008
Counselling Therapies I/Seminar C
13 & 14/12/2008
Counselling Therapies II/Seminar D
22 & 23/11/2008
Case Management/Seminar E
11 & 12/10/2008
Counselling Applications/Seminar F
29/11/2008
Note: pre-requisites apply for all seminars
Venue: AIPC Office
Address: Suite 1/110-116 East Parade, East Perth
Times: 8.45 registration
9.00 am start
5.00 pm finish
Bookings: (08) 9228 3026
Lunch facilities are available nearby during the week
and on Sundays, but it is suggested that you bring
your own on Saturday.
32

THE PROFESSIONAL COUNSELLOR
03 2008
SEMINAR DATES
Brisbane
Communication Skills I/Seminar A
11/10/2008, 06/12/2008
Communication Skills II/Seminar B
15/11/2008
The Counselling Process
25/10/2008
Counselling Therapies I/Seminar C
08 & 09/11/2008
Counselling Therapies II/Seminar D
13 & 14/12/2008
Case Management/Seminar E
18 & 19/10/2008
Counselling Applications/Seminar F
22/11/2008
Note: pre-requisites apply for all seminars
Venue: AIPC, Brisbane Support Centre
Address: 336 Stanley Rd, Carina Qld 4152
Times: 8.40 registration
9.00 am start
5.00 pm finish
Bookings: (07) 3843 2772
Lunch facilities are available nearby or you may bring
your own.
Melbourne
Communication Skills I/Seminar A
11/10/2008, 08/11/2008, 06/12/2008
Communication Skills II/Seminar B
12/10/2008, 09/11/2008, 07/10/2008
Counselling Process
25/10/2008, 02/11/2008
Counselling Therapies I/Seminar C
04 & 05/10/2008, 15 & 16/11/2008
Counselling Therapies II/Seminar D
18 & 19/10/2008, 22 & 23/11/2008
Case Management/ Seminar E
29 & 30/11/2008
Counselling Applications/Seminar F
01/11/2008
Note: pre-requisites apply for all seminars
Venue: AIPC, Melbourne office
Address:
Times:
Level 1, 337 Latrobe Street
8.45 registration
9.00 am start
5.00 pm finish
Bookings: (03) 9670 4877
Lunch facilities are available locally, or you may bring
your own.
Tasmania
Communication Skills I/Seminar A
16/11/2008
Communication Skills II/Seminar B
14/12/2008
The Counselling Process
19/10/2008
Counselling Therapies I/Seminar C
06 & 07/12/2008
Counselling Therapies II/Seminar D
11 & 12/10/2008
Case Management/Seminar E
22 & 23/11/2008
Counselling Applications/Seminar F
10/08/2008, 30/11/2008
Note: pre-requisites apply for all seminars
Venue: David Hayden’s Private Practice
Address: 6 Portsea Place, Howrah, 7018
Times: 8.45 registration
9.00 am start
4.30 pm finish
Bookings: 1800 353 643
Lunch facilities are available nearby or you may bring
your own.
Sunshine Coast
Counselling Therapies II/Seminar D
11 & 12/10/2008
Case Management/ Seminar E
25 & 26/10/2008
Counselling Applications/Seminar F
01/11/2008
Note: pre-requisites apply for all seminars
Venue: Kawana Community Centre
Address: Nanyama Street, Vuddinga, Qld
Times: 8.30-8.50 registration
9.00 am start
4.30 pm finish
Bookings: (07) 5493 7455
Lunch facilities are available nearby or you may bring
your own.
33

THE PROFESSIONAL COUNSELLOR
03 2008
SEMINAR DATES
Gold Coast
Communication Skills II/Seminar B
11/10/2008
Counselling Process
15/11/2008
Note: pre-requisites apply for all seminars
Venue: AIPC Gold Coast office
Address: Suite 2, Level 4 Kay House, 35
Scarborough Street, Southport, 4125
Times: 8.45 registration
9.00 am start
5.00 pm finish
Bookings (02) 6581 5112
34

THE PROFESSIONAL COUNSELLOR
03 2008
DESIGN A COVER
for ‘THE PROFESSIONAL COUNSELLOR’
and WIN a free Advanced Study Major!
The Professional Counsellor would like to tap into the artist’s among our
readership and offer you the opportunity to contribute your artwork for
publication.
The Institute will award the successful artist a free Advanced Study Major of their
choice* for each original artwork that is published.
HOW TO SUPPLY ARTWORK:
Artwork will preferably be available as a jpeg image, depicting one of the following
counselling issues:
• Conflict and Conflict Resolution
• The Counselling Process
• Group Counselling
• Change and Transitions
• Career Problems
• Relationships
• Stress
• Etc
Artwork should be on a 22.5 x 20.7 cm (height x width) canvas and be supplied
with the artists: Full Name, address and day time telephone number.
Send submissions to:
The Editor
The Professional Counsellor
Locked Bag 15, Fortitude Valley, Qld 4006
or by email to editor@aipc.net.au
The Advanced Study Major award shall be issued in the name of the Artist (who
must be a student or graduate of the Institute), upon publication of artwork.
The editor reserves full rights over selection of artwork for publication. The
Editor reserves the right to edit and cut copy and there is no guarantee that
submitted artwork will be published. Once submitted the Institute reserves the
right to publish the artwork with reference to the original artist; at any time
through any medium.
* The design a cover award cannot be applied towards an existing Advanced
Study Major enrolment.
35

Institute Education and
Administration Centres
KEY WORDS IN
COUNSELLING
GROUP
“Two or more
individuals who
interact and are
interdependent”
(Weiten, 2004).
HEAD OFFICE
Locked Bag 15,
Fortitude Valley Qld 4006
47 Baxter Street,
Fortitude Valley Qld 4006
Telephone: 07 3112 2000
Facsimile: 07 3257 7195
BRISBANE QLD
PO Box 425, Carina Qld 4152
336 Stanley Road,
Carina Qld 4122
Telephone: 07 3843 2772
Facsimile: 07 3843 3599
REGIONAL QLD
PO Box 200,
Moffat Beach Qld 4551
7 Mariner Place,
Bokarina Qld 4575
Telephone: 07 5493 7455
Facsimile: 07 5493 7466
GOLD COAST QLD
PO Box 9069, Lighthouse Beach,
Port Macquarie NSW 2444
Suite 2, Level 4, Kay House,
35 Scarborough Street, Southport
Qld 4215
Telephone: 1800 625 329
Facsimile: 02 6581 5117
SYDNEY NSW
PO Box 238,
Parramatta NSW 2124
Suite 21, Level 2,
152 Marsden Street,
Parramatta NSW 2150
Telephone: 02 9687 9688
Facsimile: 02 9687 9698
REGIONAL NSW
PO Box 9069, Lighthouse Beach,
Port Macquarie NSW 2444
1/34 Jindalee Road,
Port Macquarie NSW 2444
Telephone: 02 6581 5112
Facsimile: 02 6581 5117
MELBOURNE
GPO Box 417C
Melbourne VIC 3001
Level 1, 337 Latrobe Street,
Melbourne VIC 3000
Telephone: 03 9670 4877
Facsimile: 03 9602 3832
ADELAIDE SA
PO Box 3027,
Rundle Mall PO SA 5000
Level 10, GHD Building,
68 Grenfell Street,
Adelaide SA 5000
Telephone: 08 8232 7511
Facsimile: 08 8232 4242
PERTH WA
PO Box 631, Mt Lawley WA 6929
Suite 1/110-116 East Parade,
East Perth WA 6004
Telephone: 08 9228 3026
Facsimile: 08 9227 6648
THE
PROFESSIONAL
COUNSELLOR