Counselling Practice - Becoming a Reflective Practitioner

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THE PROFESSIONAL COUNSELLOR 04 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 Claudia Kuerschner and Craig Dean from Brisbane. Claudia Kuerschner I started the Bachelor of Counselling Course in March 2008. When I first found out about the course I was excited at the prospect of doing a Degree that was solely focused on Counselling and run by an Institute who specialises in providing counselling training. I was also happy that it was offered as a home study course because I am working part time in my own counselling practice and enjoy the flexibility of setting my own study hours around my work commitments. I also knew how well organised and professional the Institute is because I had completed their Diploma course not that long ago. I did have a concern though with how I would go having set term times in which to complete the assessments as I had been used to pacing my previous studies in the Diploma. While I have found it slightly more stressful meeting these deadlines, it has made me complete far more work in a shorter period of time than I have previously. So I am viewing this as creative stress which is making me perform to a higher level, which ultimately is more rewarding! In terms of the course structure and study guides, I have found these to be well laid out and comprehensive. I love the fact that we are given a suggested study timetable which makes study planning much more straightforward. We also have access to the lecturers via email and I have always found them to respond quickly to any questions that I might have. The other thing that I have found very helpful is the feedback that we get with our assessments, which provides constructive criticism for each section and suggestions for improvement. “In terms of the course structure and study guides, I have found these to be well laid out and comprehensive.” 20 All in all I have enjoyed my first year of study in the Bachelor course and would recommend it to others who are looking for a flexible degree that they can do at home. Claudia Kuerschner Claudia is a graduate of the Institute’s Diploma of Professional Counselling and a current student of AIPC’s Bachelor of Counselling. Craig Dean For some time I had considered studying counselling before the AIPC Diploma in Professional Counselling came to my notice. I had baulked at the thought of a study timetable that would not offer flexibility around work, family and friends. In my field of work I have very busy periods that allow no time or head space for outside activities. Equally, there are easier periods where I do have time available for more leisure or external study. This course offered me a way to structure it to my needs. After viewing the course outline I decided that this was the best way for me to pursue counselling study. When starting any new field of study, the language, concepts and theory can be challenging. I found the tutorials always clear and concise. They assisted with my motivation when my work commitments broke up the continuity of the study. Practical sessions were again well directed and informative. Students involved were a most supportive group. Each was finding their own practical application for their studies. The support and encouragement offered by Robert Carrigan and his team was extremely professional. Even when there was the occasional ‘Not Yet Competent’ on the top of the assignment, you always received clear assistance for work that needed further clarification or reworking. I continue on the path to be a fulltime counsellor. This year I am involved as a voluntary counsellor and while I learn more as each day passes, I sense and value the course work I undertook with AIPC even more. It has made a difference for me and it is exciting that through this work I am, in a small way, making a difference for others. Craig Dean Craig is a graduate of the Institute’s Diploma of Professional Counselling and a currently practicing counsellor.
THE PROFESSIONAL COUNSELLOR 04 2008 FEATURE Book Review Becoming a Reflective Practitioner Johns, C. (2004). Becoming a Reflective Practitioner (2nd Edition). Blackwell Publishing, Oxford, UK. 286 pages ISBN – 978-1-4051-1833-0 This second edition of ‘Becoming a Reflective Practitioner” has a greater focus on what is termed “desirable practice” on the back cover of the book. It is aimed at nursing practitioners but contains very thorough and appropriate information for those working within any human services environment, including counselling. The first chapter deals with ‘Becoming Reflective’ which starts with a small discussion around reflection, what it is and how to achieve reflection in everyday practice. There are a few diagrams and models included in this first chapter which really complement the reader’s understanding of how reflection fits in with the current way anyone is approaching their work. They assist the reader in analysing where their reactions and thoughts may be coming from and show more appropriate perspectives to take in order to aid effective reflection. Gibbs’ reflective cycle (1988) is included on page 17 and is a valuable tool for any professional. Reflection is also explained in terms of personal growth rather than the only means by which client outcomes are improved. Johns then discusses ‘Constructing a Reflective Framework for Clinical Practice’ which shows effective processes and structures to shape and implement reflection in practice. The end of the chapter also looks at how cultural issues can be accommodated within your framework. ‘Clinical Supervision and Guided Reflection’ takes us to a different aspect of reflection; reflection assisted by another. Supervision is required not only in nursing practice, but in counselling, psychology, medicine therefore this chapter has relevance to all practitioners. Its models for supervision and the aims of successful supervision are excellent guidelines for any care professional. Some practitioners, especially the more experienced ones, may not see the value in someone else guiding their reflection; Johns argues strongly for guided reflection for a number of well specified reasons, including ‘To reveal any self-distortion’ and 21 ‘To listen to the practitioner’s stories’. There is a short section on how supervision should maintain continuity through record keeping in order to discuss relevant issues and to ensure no previous issues are left behind without being remedied. In Chapter 4, there is explanation of the way in which practitioners can reflect about how their client/patient is and how to appreciate that each person is an individual. An important issue raised in the beginning of this chapter is that of enabling a client/patient to become empowered through comprehension of their presenting issues therefore giving them the opportunity to respond to their own needs. Reflection in how you think about and deal with your individual clients/patients can assist the practitioner greatly with interacting effectively. There are plenty of case studies in this chapter which really guide the reader through the content and models well. ‘The Aesthetic Response’ is a chapter about judgment of situations; “the ability to grasp and interpret what is unfolding, envisaging what might be, and responding with appropriate and skilful action that includes evaluating the efficacy of the response” (Johns). Ethics are also brought into play, in the sense that they must still be strictly upheld in whatever response or evaluation you have. Again, there are lots of examples and case studies to assist the reader in how to implement these in practice. Resistance by client/patient and also by practitioner is dealt with in Chapter 6. This is an issue that is faced by many “‘Clinical Supervision and Guided Reflection’ takes us to a different aspect of reflection; reflection assisted by another.” practitioners and can interfere with the therapeutic outcome in terms of length of time or efficacy. Keeping the balance between connection and dissociation is addressed as a means to keep an appropriate distance from a client’s/patient’s issues
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