PROFESSIONAL COUNSELLOR - Mental Health Academy

THE PROFESSIONAL COUNSELLOR03 2007language games, discourses, metaphors, or interpretiverepertoires. These descriptions refer to how meaningsare given form through how people use talk inrelationally responsive ways. Such descriptions refer towhat is talked about or thought, and how thattalking/thinking occurs. ‘One can look upon suchways of meaning and communicating as packaged soas to be familiar to those so engaged. Part of thispackaging, say critical discourse analysts (e.g.,Fairclough, 1989), reflects particular values orpreferences. To have the understandings and ways oftalking we do, we pass over other understandings andways of talking.So, for example, psychiatric discourse (the DSM-IV-TR, 2000) affords one set of understandings fordescribing and relating to family concerns. But, if usedas a sole means of understanding, other ways oftalking about and understanding family concerns areshut down. Constructionist therapistsoften think in terms of repertoires (ormultiple ways) of understanding andcommunicating; how each way ofunderstanding and communicatingfacilitates particular conversationalopportunities, while constraining orobscuring others. Meanings found in anydiscourse or way of talking areinseparably connected to how suchmeanings are performed or talked about.For example, patriarchal discourse notonly carries different meanings; it isspoken differently from a discourse ofcollaboration. Such differences inspeaking how a speaker talks, not whatone says-gets at what some termdiscursive practices (Law, 1999).We are referring to another dimensionof communication here; one thatattributes less to words or discourses andmore to differences that responsivelyarise for people in conversation. ForBakhtin (1984), understanding requires acreative process of reconciling differences, howeversmall, for speakers to move forward together. We seesuch differences in understanding performed in howspeakers might respond objectionably to each other.Particular words can elicit such responses but so,too, can gestures and ways of communicating (e.g.,volubility) trigger or raise objections for somespeakers, galvanizing some objections intopathologizing interpersonal patterns. Thus, not onlycan particular word or discourse use constrain familymembers and therapists, how these are performed andresponded to can be highly relevant to movingforward together. So, inviting family members toreflect upon how they understand and communicate,along with trying on alternative ways of understanding“Familytherapy isoften soughtwhen effortsto coordinateunderstandingsand actionsbecomeinadequate orobjectionablein somesignificantaspect offamily life.”4(i.e., re-deliberating) communicating, is part of ourapproach.Practice 4: Intervening with statements orquestions to promote substitutions of inadequateor objectionable understandings andcommunications with more client-acceptable ones.Conversation analysts (e.g., Ten Have, 1999, p. 8)say that we “talk our understandings into being.” Whatmakes talk constructive is how people use it toinitiate, signify, and deliberate on how they want theirexperiences to be understood or acted on. No speakerdoes this solely based on what they alone say. Intalking, they face challenges in furtheringunderstandings that are acceptable, or at leastadequate (i.e., nonobjectionable), for coordinatingtheir relationships with each other, to move ontogether. But, it is also through conversation thatspeakers sustain meanings as acceptable orobjectionable (Berger & Luckmann,1967).What speakers do with each other’sutterances has much to do with stayingstuck or moving on. Stuckness oftenarises from the complementary (notcomplimentary) nature of speakers’utterances and responses (Watzlawick etal., 1967). When therapists initiate talkwith families they join ways ofconversing and understanding alreadyestablished, but still will likely influencehow the family’s conversations willdevelop. By asking questions, forexample, a therapist may shift thefamily’s conversational focus and helpfamily members talk different, potentiallyhelpful, understandings and ways ofrelating into being. Tomm’s (1987a,1987b, 1988) descriptions of interventiveinterviewing point to this, showing how atherapist’s intentions are typically evidentin her/his questions’ presuppositions.Interventive questions invite clients tospeak from different positions (Davies & Harré, 1990;Winslade, 2005) presupposed in the therapist’scuriosities.By speaking from new positions, new contexts ofunderstanding, it is possible for family members toreflect upon what has been taken for granted, to ineffect, re-deliberate upon the meanings which guidetheir interactions. Re-deliberate, in this sense, means toexplore anew prior meanings-such as the meaning fora word or how it has been performed in conversation.But, it also refers to shifting from taken-for-grantedmeanings to more deliberately performed ones aftersuch explorations and reflections. One barometer ofthe success of any new way of communicating orunderstanding is how family members take up suchnew ways of talking and understanding in the session-

THE PROFESSIONAL COUNSELLOR03 2007particularly, each other’s. Of therapeutic interest iswhether clients, in taking up a therapist’s curiositiesand intentions, can talk relationally acceptableunderstandings and ways of moving forward togetherinto being.Practice 5: Enabling sustained use of acceptableunderstandings and communications beyond thetherapeutic context.It is one thing to talk new and re-deliberatedunderstandings and ways of going on into being in thetherapeutic context, but for them to be used and ofvalue beyond that context is another matter. Needed,to paraphrase Bateson (1980), are “differences thatmake a difference.” This is important given how newunderstandings and ways of moving forward areperformed in therapy, not just talked about (Holzman& Newman, 2004). Clients who successfully try on, orperform, new ways of understanding and talkingtogether within therapy are more likely to continueusing them beyond therapy. Therapists can see part oftheir challenge as joining such new ways ofunderstanding and talking, while inviting more of thenew talk, lest clients slip back into habits ofobjectionable talk. There are other ways therapeuticunderstandings and communications can be promotedbeyond the consulting room, however. Narrativetherapists (White & Epston, 1990) sometimes considersuch changes as akin to anthropology rites of passage,as transformative events to signify and extendtherapeutic developments. They also incorporatedocuments, celebrations, or ritualized performances toextend the conversation (Epston, 1994) by honoringand further crystallizing new understandings andactions beyond therapy.Practice 6: As further inadequate orobjectionable patterns of language use areidentified these too are attended to, evaluated,and reconstructed to enable further redeliberations.As a preference-focused endeavor, constructionistapproaches to family therapy are mindful of howclients can become ensnared in their narratives(Shotter, 1993), or in particular understandings andways of communicating that limit their possibilities tomove on. Sometimes it takes a well-honed question tohelp clients reflect and re-deliberate on taken-forgrantedmeanings and ways of talking to becomeaware of what is objectionable so a deliberate choicecan be made to change. Other times, clients mightwant their objections acknowledged before movingon. Regardless, therapy offers a process wherebyclients can be invited to reflect on the adequacy oftheir meanings and ways of talking.Where these have been objectionable orinadequate, therapy can navigate and negotiate alinguistic course to more preferred meanings and waysof talking that enable family members to coordinatetheir efforts in moving forward together. However,attempts to alter understandings or ways of talkingbear fruit only when they are deemed acceptable andare taken up by family members. We would now liketo relate how we see these orienting ideas translatingto actual practice.Constructionist Family Therapy in ActionThe Consultation Begins: Understanding theFamily as a System of Communicative Interaction.Karl Tomm, an experienced Caucasian therapist,recently met with a Caucasian family as part of areflecting team consultation held at the Calgary FamilyTherapy Program Centre which he directs. The “A”s(we have altered names to protect the family’s privacy)had been seeing one of the Centre’s therapists overthe course of the previous year. The parents, Don (54)and Lori (52), initially sought counseling because theirchildren, Bert (17) and Dora (14), had been fighting. Aweek prior to the consultation the mother anddaughter had fought physically so Lori elected to leavethe family home. This session was the first opportunityto reunite as a family since Lori left.Karl began by checking with each family memberabout past experiences in therapy, and asked whateach member hoped to gain from the consultation.Early on, Lori shared her concern about addressing“core issues,” prompting clarifying questions from Karl,to which Lori spoke of “insecurities” and “deception”in her relationship with Don. Lori’s understandingswere met with reactions that indicated the family wasat an objectionable juncture: Don became visiblyrestless and withdrew into wary silence.Karl did not see these as Lori’s concerns alone, andso he requested a “thicker” description, broadeningthe discussion to how “insecurity” and “deception” hadinfluenced the family. Here, he asked circularquestions pertaining to “deception,” questionsassociated with the Milan Family Therapy Team(Selvini-Palazzoli, Boscolo, Cecchin, & Prata, 1980),such as “What is your understanding of Don’s(deceptive) behavior?” Such questions invited adifferent way of conversing as a family, and Lori wasasked to disclose understandings “deception” had forher, but in ways to which other family members couldhear and add. Such questions invited re-deliberationson how the “A”s discussed and understood“deception.”This became even more evident as Karl directlyinvolved Don in the discussion, asking him for hismeanings for “deception” and the influence“deception” held in his life. The children later joinedthe discussion, collectively turning “deception” from atopic that entailed closed and “deceptive”communications into a topic openly and franklydiscussed in the consultation. Possible new, and moreacceptable, ways of moving forward together werebeing understood and performed in the consultation.5

THE PROFESSIONAL COUNSELLOR03 2007Karl’s questions also elicited other family members’disclosures, their positions on “deception” (Harré &Langenhove, 1999). Positions can be seen asperformed ways of understanding. Lori, inunderstanding Don as “deceptive,” positioned herselfas someone expecting to be deceived by Don. Otherfamily members, in turn, related to Lori’s and others’positioned actions with their own. For instance, Donpositioned himself defensively to protect himself fromLori’s judgments of being “deceptive.” At issue here ishow such positioned understandings, and their relatedactions/reactions, serve family members incoordinating acceptable or unacceptable relations, formoving on or remaining stuck. By sharingunderstandings of terms like “deception,” includinghow “deception,” shaped each other’s behavior, Karlnewly engaged the “A”s in an unfamiliar dialogue inwhich “deception” could be re-deliberated.Nowhere are understandings more crucial than infamily members’ descriptions of each other’s identities,in the kinds of people they relate to each other asbeing (e.g., White & Epston, 1990). Being described byLori as “deceptive” and “creating facades” within theirrelationship, Don reacted defensively, in furtherobjectionable communications. As the consultationprogressed, Karl implicitly drew attention to how thefamily and its members used language such asdeception and the responses such use brought forth.This “A’s” story about “deception” not only accountedfor past behaviors, its objectionable re-telling duringthe consultation disclosed what Karl has referred to as“pathologizing interpersonal patterns.” Needed wereways to go beyond these objectionable patterns ofcommunication. His defensiveness was taken as aperformance of deception and confirmed her beliefabout him being deceptive.The Consultant Engages the Family in RedeliberatingDialogues and CoordinationsSo, Karl used a variety of conversational strategiesto engage the “A”s in alternative dialogue. Forinstance, he validated all family members for how theyopenly and honestly talked about deception, invitingthem to affirm each other for their open and honestdisclosures. He also invited Don to reflect on theorigins of the “habit of deception,” eventually learningthat a relative had sexually abused Don repeatedly asa child. However, just prior to revealing this, Donasked for Lori’s permission to “keep the secret” andnot disclose the abuse in the presence of the children.In other words, openness had been objectionable forDon and within the couple relationship so deceptionwas performed until that moment paralleling how ithad been understood as a feature of family relations.Fortunately, Lori consented to Karl’s invitation foropen sharing, thus inviting a new performance wherethe abuse history was disclosed to the children. Unlikethe defensive positions and reactions shown in theirprior dialogues, Don was highly emotional and weptwhen he told his story. Realizing that this newbehavior of increased honesty needed an immediateaffirming response, Karl invited the children to expresstheir feelings about what their father had justdisclosed. Both Bert and Dora responded withtouching expressions of compassion (a re-deliberation)for their father and respect for his openness. Thisprobably contributed significantly to thickening andstabilizing the performance and understandings of thisnew discourse of openness where formerly deceptioncoupled with defensiveness held sway.In listening intently to Don’s account and that of hischildren’s, Karl asked if secrecy had featured in Don’slife since the abuse. Don replied that there indeed hadbeen great shame and secrecy surrounding andfollowing the episodes of sexual abuse. Afterconsiderable discussion, Karl asked if Don made anyconnections between the secrecy begun in theepisodes of sexual abuse, and the deceptive behaviorsthat presently concerned his family. Don said yes, andby extending this reflective inquiry to hear about theeffects of Don’s disclosure on his wife and children,Karl’s questions invited further re-deliberation on“deception.”In co-developing such a plausible new discourse,Karl’s questions often had the effect of inviting familymembers to make new connections of understanding,like how the secrecy and shame of abuse coulddevelop into an adult pattern of “deceptive” behavior.As the consultation continued to unfold, Donmentioned another secret, or form of deception: hisdrinking. In this case, however, drinking wasacknowledged, via Karl’s questioning, as a secret or“collective deception” in which all had participated tosome extent. But, alongside this family story, Karl’squestions elicited all to share how they had resistedthe secrecy and deception alcohol abuse normallyfound in families. This theme of resistance was laterco-developed into a strategy (an experiment in alcoholabstinence) as a homework task.Karl used another important conversationalintervention with the “A”s, namely, to invite deliberatereflection to effect change. As the word re-deliberationimplies an aspect of judgment is elicited as part of there-deliberations, to hear about what has informedparticular understandings, while considering alternativeunderstandings and related courses of action. In thisrespect, Karl asked the “A”s about the fit of particularunderstandings for them (e.g., about the secrecyaround Don’s sexual abuse as a plausible origin of hisdeceptive behaviors), or to see how comfortable the“A”s were with an experiment in abstinence. Similarly,Karl turned to Don’s family and asked “what do youthink made it possible for Don to make thesedisclosures today?” In this way, the “A”s were invitedto put their best words to, and explanations for, suchnew developments, and to speculate on theirtherapeutic significance. A final example occurredwhen Karl proposed a new line of inquiry: what wasthe family’s experience with forgiveness? In response6

THE PROFESSIONAL COUNSELLOR03 2007he heard some past examples, so he then asked if thisimplied the “A”s had the capacity to apply their pastabilities in forgiving to their shared efforts in movingbeyond “deception” as a family way of being.Throughout his consultation with the “A”s, Karl notonly attended to the meanings used and the responsesthese elicited from family members, he also closelyattended to possibilities for discussions of newunderstandings that might inspire and engage new“Karl began bychecking witheach familymember aboutpast experiencesin therapy, andasked whateach memberhoped to gainfrom theconsultation.”ways of movingforward together. In asense, this consultationhelped the “A”s reflectupon, re-deliberate,and expand on theirrepertoires ofunderstanding andrelational interaction.As acceptable oradequateunderstandings weresubstituted via theinvitations made inKarl’s questions, thefamily recoordinatedhow they understoodand performedformerly objectionablemeaning together. They moved forward where thishad not been possible.ConclusionIn this article we offered some orienting ideas andpractices of our approach in seeing therapy as aconversational activity co-developed with clients. Forus, therapy offers opportunities to reflect upon familymembers’ objectionable ways of understanding andcommunicating, inviting re-deliberations that can leadto re-coordinating how families can live and moveforward in how they talk.1: For an informative social construction explanation of the linkbetween thinking and speech consult Michael Billig’s (1996) Arguingand Thinking.REFERENCE LISTAmerican Psychiatric Association (2000). The diagnostic andstatistical manual of mental disorders (4th ed., text revision).Washington, DC: Author.Andersen, H. (1997). Conversation, language and possibilities. NewYork: Basic Books.Anderson, H., & Goolishian, H. A. (1988). Human systems aslinguistic systems: Preliminary and evolving ideas about theimplications for clinical theory. Family Process, 27,371-388.Bakhtin, M. ( 1981 ). The dialogic imagination: Four essays (M.Holquist, Ed. ; C. Emerson and M. Holquist, Trans.). Austin, TX:University of Texas Press.Bateson, G. (1980). Mind and nature: A necessary unity. New York:Bantam Books.Bateson, G., Jackson, D., Haley, J., & Weakland, J. (1956). Toward atheory of schizophrenia. Behavioral Science, 1, 251-264.Berger, P., & Luckmann, T. (1967). The social construction of reality:A treatises in the sociology of knowledge. New York: Doubleday.Billig, M. (1996). Arguing and thinking (2nd ed. Revised).Cambridge, UK: Cambridge University Press.Davies, B., & Harré, R. (1990). “Positioning” and the discursiveproduction of selves. Journal for the Theory of Social Behaviour, 20,43-637Derrida, J. (1976). Ofgrammatology. G. C. Spivak (Trans.). Baltimore,MD: Johns Hopkins Press.Edwards, D., & Potter, J. (1992). Discursive psychology. London:Sage.Epston, D. (1994). Extending the conversation. Family TherapyNetworker, 18(6), SI37, 62-63.Fairclough, N. (1989). Language and power. London: Longman.Freedman, J., & Combs, G. (1996). Narrative therapy: The socialconstruction of preferred realities. New York: Norton.Goffman, E. (1967). Interaction ritual: Essays on face-to-facebehavior. New York: Doubleday Anchor.Haley, J. (1976). Problem-solving therapy. San Francisco: Jossey-Bass.Harré, R., & Langenhove, L. (Eds.). (1999). Positioning theory: Moralcontexts of intentional action. Oxford: Blackwell.Heritage, J. (1984). Garfinkel and ethnomethodology. Cambridge,UK: Polity.Huffman, L. (2001). An intimate history of family therapy. New York:Norton.Holzman, L., & Newman, F. (2004). Power, authority, and pointlessactivity: The developmental discourse of social therapy. In T. Strong& D. Paré (Eds.), Furthering talk: Advances in the discursivetherapies (pp. 73-86). New York: Kluwer Academic/ Plenum.Law, I. (1999). A discursive approach to therapy with men. In I.Parker (Ed.), Deconstructing psychotherapy (pp. 115-131). NewYork: Brunner-Routledge.McNamee, S., & Gergen, K. (Eds.). (1992). Therapy as socialconstruction. Newbury Park, CA: Sage.Ochs, E., & Taylor, C. (1992). Family narrative as political activity.Discourse & Society, 3, 301-340.Maturana, H., & Varela, F. (1998). The tree of knowledge. Boston:Shambhala.Selvini-Palazzoli, M., Boscolo, L., Cecchin, G., & Praia, G. (1980).Hypothesizingcircularity-neutrality. Family Process, 19, 73-85.Shelter, J. (1993). Conversational realities. Newbury Park, CA: Sage.Ten Have, P. (1999). Doing conversational analysis. Thousand Oaks,CA: Sage.Tomm, K. (1987a). Interventive inlerviewing: Part I. Slralegizing as afourth guideline for the therapist Family Process, 26, 3-13.Tomm, K. (1987b). Interventive interviewing: Part II. Reflexivequestioning as a means to enable self-healing. Family Process, 26,167-183.Tomm, K. (1988). Interventive interviewing: Part III. Intending to asklineal, circular, strategic, or reflexive questions? Family Process, 27,1-15.Tomm, K. (1991). Beginnings of a “HIPs and PIPs” approach topsychiatric assessment. The Calgary Participator, Spring, 21-24.Vico, G. ( 1984). The new science. T. G. Bergin & M. H. Fisch(Trans.). Ithaca, NY: Cornell University Press. (Original workpublished in 1744)Vygotsky, L. (1967). Thought and language. E. Hanfmann & G.Vakar (Trans.). Cambridge, MA: MIT Press.Watzlawick, P., Bavelas, J. B., & Jackson, D. (1967). Pragmatics ofhuman communication: A study of interactional patterns,pathologies, and paradoxes. New York: Norton.White, M., & Epston, D. (1990). Narrative means to therapeutic ends.New York: Norton.Winslade, J. M. (2005). Utilizing discursive positioning incounselling. British Journal of Guidance and Counselling, 33(3), 351-364.Wittgenstein, L. (1980). Remarks on the philosophy of psychology.Volume I. Oxford: Blackwell.Author affiliationAdapted from Terapia familiar socioconstruccionista: Un enfoqueintegrado para volver a deliberar y seguir. In A. Roizblatt (Ed.),Terapia Familiar y de Pareja. Santiago, Chile: Editorial Méditerranée.This paper was accepted under the editorship of Cheryl Storm,Ph.D.We would like to acknowledge the help of Shari Couture and JohnShotter.Address correspondence to Tom Strong, Division of AppliedPsychology, University of Calgary, 2500 University Drive NW,Calgary, Alberta Canada T2N 1N4. E-mail: strongt@ucalgary.ca.© 2007, Guilford Publications. This article was firstpublished at the Journal of Systemic Therapies (NewYork: Summer 2007. Vol. 26, Iss. 2; pg. 42, 13 pgs).

THE PROFESSIONAL COUNSELLOR03 2007FEATUREBehaviour Modification with ChildrenSteve and Jan have come to counselling regardingtheir 5 year old daughter, Kim, who screams when shedoesn’t get her own way. She is starting school nextyear and her parents are concerned with how she isgoing to fit in and what will happen if she doesn’t gether own way.A précis of the session is as follows. For ease ofwriting the Professional Counsellor is abbreviated to‘C’.In the first session C gathered information fromSteve and Jan about their discipline techniques andwhat they have done in the past when Kim screams.Jan said that they have tried everything and nothingworks. C asked Jan to expand on this - what exactlyhave they tried and what happened.Jan said that over the last year she has triedignoring Kim’s behaviour but she found it actually gotworse. C asked Jan if she ever gave in to Kim insteadof ignoring her and she said she did but only aboutonce a week.Jan said that she tried sending her to her roomevery time that she screamed and that Kim’s screamingstopped after being in her room for a few minutes butit didn’t stop the screaming actually occurring. C askedJan what Kim was doing when she was let out of herroom and Jan said that she was just playing with hertoys.Steve said he had had enough and although hedisliked hitting Kim he felt it was a last resort. Steveexplained that Kim would just scream for longer if hehit her. Both Jan and Steve were very distressed aboutKim’s behaviour.C didn’t want the parents to feel as if they hadfailed but needed to tactfully point out why theirprevious attempts at stopping Kim’s screaming hadbeen unsuccessful. So C talked to Steve and Jan abouthow she felt that she could help change Kim’sbehaviour and emphasised that the parents had madea positive step by seeking professional help and howit showed commitment to their daughter and herupbringing.C then explained to Steve and Jan that she wasgoing to use similar techniques to what they had usedpreviously but would modify them slightly. C alsoexplained that she would highlight for them thereasons why their previous attempts were unsuccessfulso that they could reuse the techniques for otherproblems that arose.C began by explaining that Kim was screamingbecause she was getting some sort of reward forscreaming. That reward may be just receiving attentionwhether it is negative or positive attention. So basically8Steve and Jan had to ensure that Kim received noreward for behaving in this way.C then explained that when Jan had ignored Kim’sscreaming but gave in to her once a week then Kimwas actually still being rewarded for screaming. Thatis, she was getting what she wanted, even if it wasonly once a week. C explained to Steve and Jan thatthis was enough for Kim to continue screaming. Shewill continue to scream if she knows there is a chancethat she will get her own way, even if onlyoccasionally.C also talked about time-out as punishment andexplained that sending a child to a room full of toys ismore of a reward than a punishment. So if Kim isasked to do something she doesn’t want to do, shejust screams and gets to go to her room and play withher toys.Also if Kim is hit for screaming then she may stillbe receiving attention for the screaming. Even if theattention is negative some children see this as betterthan no attention at all. C then asked Steve and Jan toconsider what they do when Kim is quiet and playingwith her toys or watching TV. They responded bysaying that they try not to disturb her so that she willstay quiet. C then explained that in essence what theywere doing was ignoring Kim when she was good and“Even if theattention isnegativesomechildren seethis as betterthan noattention atall.”giving her attention (even if itis negative) when she wasbad.C then spoke to Steve andJan about setting up abehaviour modificationprogram for Kim. The aim ofthe program is to reduce thebehaviour of screaming.The first step of theprogram was for Steve and Janto record Kim’s behaviourbefore they tried to change it.They kept a daily tally ofevery time Kim screamedwhen she didn’t get her ownway. It was not necessary for the parents to tell thechild that they were recording her behaviour. Cinformed Steve and Jan that they would need tocontinue to record Kim’s behaviour while they weretrying to change it.Session two was held after Steve and Jan hadcollected the two week baseline and it was now timeto try and change Kim’s behaviour. The first step indoing this was to not reward or reinforce Kim’sscreaming in any way. C explained to Steve and Janthat they had two options on how to change Kim’s

THE PROFESSIONAL COUNSELLOR03 2007behaviour - they could use either planned ignoring ortime out.C then highlighted what each was and explainedthat if they use planned ignoring they must NEVERgive into the child and that the screaming willprobably increase for a short time before decreasing.On the other hand if they use time-out then they mustalways put the child in time-out whenever she screamsand again must never give in.Steve and Jan decided that they would try plannedignoring first. C then gave them the following step bystep guide on how to ignore Kim’s screaming.• Step 1. Look away from your child or turn yourback on the child within 5 seconds.• Step 2. Move away from your child (at least 3feet). Leave the room if you can.• Step 3. Maintain a neutral expression on yourface. No smiling or looking upset. Keep in mindthat if your child detects that they are getting toyou then they have your attention and thechances of the screaming worsening is increased.• Step 4. Ignore everything your child says. Do notenter into any conversations with them. You cantell them at the outset that you are going toignore their screaming.• Step 5. Begin ignoring as soon as your childengages in the unwanted behaviour. The sooneryou can cut of the supply of attention thatmaintains the unwanted behaviour, the better theresults.C advised Steve and Jan to back up the plannedignoring of the screaming with labelled praise of Kim’sbehaviours which they like. This can be used to tell achild exactly what it is a parent likes about the child’sbehaviour e.g., “Kim, I really liked the way you werequiet when I was on the phone” or “Kim, I really likethe way you are playing quietly”. The idea of this isthat Kim will prefer to behave in ways which receiveparental attention or rewards.When Steve and Jan implemented the program theyfound that for 2 weeks Kim’s screaming did increasebut they continued to ignore it and in the third weekthe behaviour started to decrease.A final session was set“If they usetime-out thenthey mustalways put thechild in timeoutwhenevershe screamsand again mustnever give in.”for 4 weeks after Steveand Jan began to changeKim’s behaviour. Thefinal session wasdesigned to iron out anyproblems which mayhave occurred. Acommon problem whenintroducing a behaviourmodification program isthat other problembehaviours may surface.In the final session Calso explained to Steveand Jan that the programthey implemented was designed to decrease anundesirable behaviour but programs can also beintroduced to increase a child’s desirable behaviour.Examples of behaviours a parent may want toincrease could be time spent on homework or a childpicking up all their toys. Programs designed toincrease a child’s desirable behaviour use rewards andreinforcers including star charts. This visual aspect tobehaviour change can help increase a child’s selfesteem as they are given responsibility to choosewhich way they want to behave. If they choose theappropriate way then they receive a reward.9

THE PROFESSIONAL COUNSELLOR03 2007FEATUREParenting Tips and StrategiesAmerican Counseling AssociationHelping Children Cope with DisappointmentsWhat should you do when a child experiences adisappointment? Parents and teachers face this kind ofsituation regularly. Childhood disappointments comein many shapes and sizes - not being chosen for aplayground game... losing in some competition...having a best friend or favorite teacher move away...losing a pet... getting sick and missing some specialactivity - the list is as long as a child’s imagination.A good starting point in helping a child cope withdisappointment is to listen to the child’s story. Don’tminimize or discount the event. Adults may see thestory as trivial - “My best friend won’t talk to me” - or,they may see the event as a normal event - beingturned down for a school play part - that will soon beforgotten.But for the child the disappointment is notsomething minor. It may feel like it will never beovercome. It’s important to remember that your valuesand experiences are not the child’s.One reaction to avoid is always trying to sooth thedisappointment with a pleasant experience or reward.While that ice cream or surprise present may make the“We allrecognize thatour teenagersneed increasingamounts offreedom andresponsibility.It’s a naturalpart of thedevelopmentalprocess.”sorrow disappear, it canalso establish patternsthat will be hard for thechild to overcome as heor she grows intoadulthood.Instead, react to whathas happened by talking“with” your child ratherthan “to” your child.Don’t interrogate, butinstead give the child anopportunity to tell youwhat has happened.Share yourunderstanding of thedisappointment or lossbeing felt. Do that withstatements ofunderstanding, not explanations of your own lifedifficulties. Don’t try to top the child’s disappointmentwith stories of your own frustrations.If you notice a change in behavior over adisappointment, especially one for which you havefew details, make time to allow the child a chance totalk about what has happened and how he or she isfeeling. If your child can’t or won’t talk about it,discuss the situation with your child’s schoolcounselor. Counselors are trained to understand achild’s feelings and how best to communicate withchildren.It’s important not to ignore or minimize the impactof disappointing events in a child’s life. When you doso you simply confirm what many children think alltoo often about the adults in their lives: “They justdon’t understand.”Is Your Teen Ready for More Responsibility?One of the hardest things for many parents to dealwith is the demand for more freedoms that they faceas their children grow into teenagers. After years ofmaking most of your child’s decisions and puttingyour child’s needs first, you find yourself confronting ayoung adult who wants the freedom to face more ofthe world on his or her own.At some level, of course, we all recognize that ourteenagers need increasing amounts of freedom andresponsibility. It’s a natural part of the developmentalprocess. At the same time, we realize there are veryreal reasons to go slow in allowing our teens morefreedoms. Constant news reports and local stories ofteen substance abuse, pregnancies, violence and muchmore naturally make us worry about the world ourteen is facing.But when we constantly say “no” to our teens’requests, trying to protect and shield them just a littlelonger, the result is often family conflict, with ourteenager pulling away and no longer confiding in us,or going behind our backs seeking the desiredfreedom. While there is no magic cure, there are stepsyou can take to minimize the conflict. One is simplyto improve communications.Sit down with your teen and try to explain yourfears and anxieties related to granting increasedfreedoms. While hearing about your worries may notwin your teen’s full acceptance or understanding, itcan open up meaningful dialogues that can lead toacceptable compromises.The next step is to allow increasing amounts offreedom and responsibilities - opportunities for yourteenager to prove he or she really is ready to be moreindependent.How much can you trust? How much responsibilityshould you grant? There are no absolute answers, justjudgement calls you have to make based on yourteen’s personality and past performance.Yes, mistakes will be made, but also note that most ofthe time things will turn out just fine. Try tounderstand that this is also a difficult and oftenconfusing process for your teen.10

THE PROFESSIONAL COUNSELLOR03 2007Your decisions are still going to worry you, andupset your teen at times, but when you make aconscious effort to allow increased levels of freedomand responsibility, while also fairly measuring howwell your teen handles the changes, you should findthat the struggles with your teenager should begin todiminish.Helping Your Child Prepare for ChangeWhile most kids look forward to summer vacation,it can also be a time of stress and anxiety. As the setschedules and known activities of the school year end,children face a summerthat may be full ofunknowns. It’s also a timewhen major changes aremost likely to occur.Changes may be small,like visiting relatives,joining a new soccer team,or going to a new camp,or they can be major, likemoving to a new home orentering a new school atsummer’s end. For manychildren, new and differentthings or activities can besources of stress andanxiety.Change is inevitable, ofcourse, and a necessarylife skill is learning tohandle change successfully.“As parents,there arethings we cando to reducethis stress, andto prepare ourchildren tobetter handlefuture changesandtransitions.”But many children are“change-sensitive”, becoming overly nervous andanxious when confronted with something different.As parents, however, there are things we can do toreduce this stress, and to prepare our children tobetter handle future changes and transitions.• Discuss changes. Children quickly pick up clueswhen changes are coming and their imaginationsare always active. Discuss what is really going tohappen. Answering questions can help make thetransition more understandable and less anxietyproducing.• Help your child visualize the change. If it’s a moveto a new house, share pictures and maps, or makea visit, to help make it more concrete. Driving bythat new soccer field, walking around the newschool or talking with a counselor from thatupcoming camp can help remove some of thestress.• Provide adequate preparation time. Don’t surpriseyour child with a major change. That only adds tothe stress and creates problems that can be longlasting.Pick a reasonable amount of time before abig change to start discussing what is about tohappen.• Offer reassurance. Let your child know youunderstand change can be hard, but that you’rethere with your support and love. Talk about pastchanges and how well he or she handled them.Express confidence that this new change is a goodthing and that he or she will handle it well.It’s natural to feel some anxiety about new things,especially major changes. But with a little preparation,understanding and support, you can help your child toaccept changes without feeling unhealthy levels ofstress and anxiety.© American Counseling Association / “TheCounselling Corner”The Counseling Corner is provided as a publicservice by the American Counseling Association, thenation’s largest organization of counselingprofessionals. Learn more about the counselingprofession at the ACA web site, www.counseling.org.ASSIGNMENTS HINTS AND TIPSReading all parts of your workbook carefullyIn their enthusiasm to get their work in for marking,students sometimes misread instructions or leave outanswering a question altogether. As every question ina workbook must be completed in order to achievecompetency this will inevitably result in a delay in thefinal marking of the unit.It is important to read each question carefully tomake sure that you understand exactly what it isasking you to do; if you have difficulty understandingjust what is required in a question, AIPC EducationAdvisers can help. They can be contacted any timeby email, or on the Study Assistance Line number1300 139 239. It is also worth checking theKnowledge Base as other students may have haddifficulty with the same question and there will be areference to it there.In some units you will be asked to submit an itemseparately, such as a case study or an example of aform; students sometimes forget to include these itemswhen they send in their workbooks.A good habit is to check back over every questionas you complete each section and then again whenyou have completed the whole book. If somethingseparate needs to be sent in, make a note of it so thatyou will remember to include it.It is very frustrating to have the marking held up ifeverything you have done is correct, but just onequestion, or a part of it, has been omitted – so makesure it doesn’t happen to you!11

THE PROFESSIONAL COUNSELLOR03 2007SOCIAL ISSUESThe following article regarding an important topicalsocial issue appeared recently in the Sydney MorningHerald website. We would value your input andopinions regarding this article. If you would like tocomment on the content of this article please forwardyour feedback (for possible inclusion in an upcomingissue of The Professional Counsellor to: AIPC “SocialIssues” Att: Editor, Locked Bag 15 Fortitude Valley Qld4006 or send in an email to: editor@aipc.net.au.New Data on Marriage andDivorce RatesThe Australian Bureau of Statistics, with thecontribution of Dr. Shail Jain from the AustralianCatholic University, has recently released a report onmarriage and divorce rates in the country.The report shows that there has been a smalldecrease in divorce rates in Australia since 2001;although in the past two decades marriage rates havebeen decreasing continuously, whilst divorce rateshave showed a steady pace.According to Erik Jensen’s report, from the SydneyMorning Herald (31/08/2007), this decrease on divorcerates may be a blip:“The divorce rate has continued to fall sincereaching a high in 2001, dipping 2 per cent last yearto 51,375. But despite the year-to-year decrease indivorces, a third of relationships are still set to fail.The figures, released by the Australian Bureau ofStatistics yesterday, probably reflect that marriages lastlonger than they did 10 years ago: the average was 8.9years, up from 7.6 years in 1996. The number ofdivorces is expected to catch up as these longermarriages eventually end.”The report also showed the following interestingfigures:• Women are marrying (first marriage) with anaverage age of 28 years (2005); an increase to the1986 figure of 23.5.• Couples are marrying and divorcing at older ages.In 1986, the average marrying age was 25.6 incomparison to 2005’s 30 years. Divorcees haveincreased in age from 37.5 years in 1986 to 43.5years in 2005.• In 2001, 55,300 divorces were recorded to set theAustralian record rate. These numbers werefollowed by recent declines (52,400 in 2005).“While Australia had a similar divorce rate to otherWestern countries, the manager of the Health andVitals Unit at the bureau that prepared the report,Shell McConville, said there was a positive shifttowards joint applications for divorce. “It meanspeople are doing it in a more sensible manner,” shesaid. “People are divorcing together rather thandivorcing each other.” (Sydney Morning Herald)Do you think government initiatives to provide freecounselling to couples will have a great effect onthese trends? For more information, visit the followinglinks.ABS Report: “Lifetime Marriage and Divorce Trends”http://www.abs.gov.au/ausstats/subscriber.nsf/0/0B6F42BBA4622404CA25732F001C93F1/$File/41020_Lifetime%20marriage%20and%20divorce%20trends_2007.pdfSMH Article: “Divorce Rates Down Again, But ItMay Be a Blip”http://www.smh.com.au/news/national/divorce-ratedown-again-but-it-may-be-a-blip/2007/08/30/1188067277223.htmlWHAT OUR READERS HAVE TO SAY ON SOCIAL ISSUESIn Issue 1, 2007 we featured an article entitled‘Coping with Change’, by Jeff Kennett. The articlerevealed the importance of developing effectivestrategies to cope with change.We asked for readers views on the article andreceived the following responses from MargheritaChiavone, Greg Hunt, Kaye Laemmle and KathleenCremer:Two things in life are certain, death and taxes. Wehave all heard that old adage before. Actually thereare three certain things in life: death, taxes andchange!Earlier this year Jeff Kennett, in his work related tobeyond blue, raised the importance of developingresilience when dealing with change. He also madeconnections between difficulties in dealing withchange and mental health issues such as depressionand anxiety.Change is as fundamental to being human asgrowth, loss and choosing the slowest queue in thesupermarket when you’re in a hurry! As humans wecannot escape change and it’s implications but we canarm ourselves with positive coping strategies.Strategies for coping with change:1. Accepting that change is inevitable as we movethrough the life cycle.I think that the first step to managing change isaccepting that change will happen. Central to this islearning to relinquish control to some degree. This isparticularly true in adulthood, when we are faced withmajor life changes that may include career and job12

THE PROFESSIONAL COUNSELLOR03 2007changes, parenthood, illness and death of loved ones.These changes will bring about a whole new set ofcircumstances that often shift our perception of life.This was certainly true for me when I became amother. It took some time to adjust to motherhood(and going to work with Weetbix in my hair).Accepting that life was going to be different andhaving a strong support network helped me ride theroller coaster that is being a new parent.2. Recognising that humans are adaptable.An important tool in managing change isadaptability. Humans are incredibly resilient creatures,with a wonderful propensity for learning. We caninhabit more areas of the earth than most otheranimals. This tool is crucial for coping with change.When faced with major changes it can be helpful tolook back on your life and look at how you haveadapted to previous changes. If you are reading thisyou have survived so far so you must have donesomething right, in coping with the changes you havefaced before!3. Check unhelpful thinking patterns.Unhelpful thinking can include catastraphising;black and white thinking and overgeneralising.Asking yourself if you are engaging in any of thesethinking styles can help you to see if you may becausing yourself unnecessary stress associated withchange. In my 13 years experience as a mental healthclinician, I have seen that unhelpful thinking patternscan lead to much stress and depression. Unfortunatelyit is not always easy to challenge these patterns onyour own and professional help may be useful.4. Get support.This can come from family, friends, your GP, acounsellor, colleague or supervisor.If the change is causing physical signs of stress suchas disturbances in appetite, sleep and mood, and thispersists for more than two weeks then it’s important toget professional help.Finally, remember change and adapting to change iscommon to all human being as we journey throughthe life cycle. Change enables growth and allows usto test our strengths and capabilities…something tocontemplate while you’re in the slowest queue in thesupermarket!Margherita Chiavone, B. Occ Therapy, Dip. Prof.Couns., MA (HS Management).As Abraham Lincoln once said, “most folks are aboutas happy as they make up their minds to be.” This maysound like your typical feel good saying, but when weexamine it more closely, nothing could be closer tothe truth.Our thoughts and beliefs affect our emotions inincredibly powerful ways. When we are faced withchange, (and this change could be the loss of a job, oreven something as simple as going on a diet), then theway we think about this change will ultimately affectour emotional state and our behaviour.Many people sink into a state of depression whenfaced with a change (let’s use losing a job as anexample), where others will take the belief that as onedoor closes, another opens. These people with thepositive outlook will often look back on the job lossas a positive turning point in their life. They may havemoved on to a more satisfying career that they did noteven consider whilst employed in their formerposition. They may return to study to further theireducation, or may decide to pursue a passion andconvert it into an employment opportunity.No matter what they do, the main point here is thatthey take responsibility for their destiny and theirhappiness. They look at the change that has happened“Many peoplesink into astate ofdepressionwhen facedwith achange, whereothers willtake the beliefthat as onedoor closes,anotheropens.”in a respectful manner, andhave taken action, ratherthan dwelling on the loss.For the people who arenot blessed with this gift ofa positive outlook, therapysuch as cognitivebehaviour therapy can bevery useful in helping themto see change as a positiveexperience, and realisetheir thoughts and beliefscan lead to negativethinking patterns, which inturn can easily developinto depression.As the world becomes amore uncertain place, andlives and careers are nolonger as predictable asthey were in the past,people would do well toembrace change, and not be afraid to ask for helpwhen these changes are getting them down.Too many people are of the belief that happinessand security come from external events orcircumstances, without considering that these externalcircumstances do not lead to unhappiness anddepression, but our internal cognitions that sabotageour quest for a happy and fulfilling existence.In conclusion, we ARE about as happy as we makeup our minds to be.Greg Hunt, Dip. Prof. Couns., Q.M.A.C.A.Grief and loss may be situational change thatmay imitate depression.Reading the article by Jeff Kennett I am reminded ofthe many times I have experienced or been a witnessto situational dispar. I would like to address thedifferences between clinical depression and asituational depression. The frustration for me as a13

THE PROFESSIONAL COUNSELLOR03 2007counsellor is that many times I have had a client cometo me and tell me they are depressed. When I heartheir story I find they have had trauma of some kindand are in grief and loss (which is change). I thenexplain to them, maybe they have ‘the blues’ which ispart of the grieving process. The feelings they areexperiencing are natural and needs to run a course.‘Major differences exist in the significant symptoms oflowered self-esteem versus the poorer sense of selffound in depression’ (Fingley & Rando 1999, p. 135).The World Health Organization (2007, online) citeDepartment of Mental Health and SubstanceDependence (2003) view of depression as ‘…acommon mental disorder that presents with depressedmood, loss of interest or pleasure, feelings of guilt orlow self-worth, disturbed sleepor appetite, low energy, andpoor concentration. Theseproblems can become chronicor recurrent and lead tosubstantial impairments in anindividual’s ability to take careof his or her everydayresponsibilities. At its worst,depression can lead to suicide.’The situational dispar canpresent the same problems. Itis only through talking andinvestigating that the differenceis defined.Rubin-Deutsch (2003, p. 27)suggest unhealthy messages“Peoplemay notunderstandhow youfeel becausegrief isdifferentand uniquefor eachindividual.”repeated through childhood reinforce a ‘negative selfconcept.’Aisbett (2002, p. 31) also talks about thenegative messages impacting on the adult because thebeliefs created in childhood could be destructive. Acommon irrational belief is ‘I must not be lovable’.This negative belief can impact on a grieving personto the point where they feel the loss is a personalattack to them, rather than a natural process of life. Iwould also say that messages such as ‘you have towake up to yourself’ and ‘just get over it’ whensomeone is grieving may be reinforcers for a ‘negativeself-concept’.The grieving person may feel that there is notolerance or empathy for their pain and internalisethis, creating damaging irrational beliefs. CognitiveBehaviour Therapy is a therapy that could besuccessful with clients in a situational depression,although it is important to allow a person to feel sad,and embrace the grieving process as a normalprogression. Not to panic, it is okay to feel bad.People may not understand how you feel becausegrief is different and unique for each individual.Harvey and Miller (2000, p. 3) state ‘Severely stressfullife events can have a substantial impact on those whoexperience them.’Grief and loss is part of life and the family of origininfluences how we learn to deal with this very evidentpart of life. I would also like to illuminate that griefand loss is everywhere not just death, but the death ofsomething. Examples of loss could be a dream, agoldfish, a job, a favourite shop, a sense of securitythrough a robbery or as Jeff Kennet suggests, throughthe change. My point is that counsellors need to beaware of the differences and be diligent in theinterviewing process to find the cause, eithersituational or clinical depression.Bev Aisbett’s book ‘Taming the Black Dog’ is anexcellent reference. She has added humour andsimplified the process of depression. Aisbett (2002,p.14) suggests there are two types of depression‘reactive or situational and endogenous’ with reactivebeing triggered by external events and is oftentemporary. Whereas endogenous depression istriggered by genes, or biochemical factors;endogenous depression is defiantly a case for themedical model and would need medication.I would like to add at this time the very realoutcome of depression through drug use. I explain tomy clients that it is like scab labour (drugs andalcohol) has taken over the jobs in the brain factory.When the scab labour leaves, some of the regularworkers forget how to do the job, or have lost theability to remember how to do their jobs properly. Ifind people understand this much easier. Thegovernment pamphlet on drugs (Nairn 2007, p.11)states ‘Anxiety and depression are common with illicitdrug use…’ A common reason for taking drugs is thatit ‘made the person feel good, gave them confidenceand took away the pain.’ I believe pain and joy arepart of life and one complements the other. I agreewith Jeff Kennet that our best resources are our family,friends and a sense of community.Aristotle cited (Thomson 2003, p. V) said ‘Our viewof happiness is supported by popular beliefs’, and, ‘Isit only when his life is completed that a man canrightly be called happy?’ I believe that grief is sopersonal the people around the grieving find themdifficult to deal with. Therefore, it is in those people’sinterest that the grieving person improves theirattitude. It is hard to watch someone in pain. Also Ifind (a personal observation) that people today areobsessed with being happy, however, if you ask themwhat would specifically make them happy, they haveno concrete answer.This is a complex topic and in a succinct articlethere are not enough words to do justice todepression and the overwhelming effects on either thedepressed person, or those around who are alsoaffected. Grief and loss is change and a trigger fordepression or ‘the blues’, as is drug taking. Thedifference between depression and ‘the blues’ issomething that needs to be decided in therapy for thebenefit of the client so they can go through the stages14

THE PROFESSIONAL COUNSELLOR03 2007of grief, with the least amount of panic. Or be referredon to the appropriate professional.ReferencesAisbett, B. (2002) Taming the Black Dog, HarperCollins, Australia.Fingley, C. R. & Rando, T. A. ed., (1999) Traumatology of Grieving:Conceptual, Theoretical, and Treatment Foundations, Brunner/Mazel,Florida.Nairn, G. (2007) Talking with your Kids about Drugs’ PMP Print,ACT.Rubin-Deutsch, J. (2003) Why Can’t I Ever be Good Enough:Escaping the Limits of Your Childhood Roles, New HarbingerPublications, CA.Thomson, J. A. K. Trans. (2003) Aristotle Ethics, The Folio Society,London.World Health Organization (2007) Depression, (online) From WorldHealth Organization (data base) [Accessed 11 May 2007].Kaye Laemmle, Dip. Prof. Couns.(AIPC); Adv Dip.P. Th.; Dip T. An.; Neurotherapy.Jeff Kennett’s brief but powerful message raisessome excellent points about the challenges and theblessings of change.As a counselling Psychologist I often see peoplewho find it daunting to confront the unpredictablecurved balls that life has thrown them. Human beingsoften yearn for control and security. This isunderstandable. Biologically we are drawn to seekcomfort and pleasure and retreat from discomfort orpain.Dramatic change, loss and bereavement will affectus all at some time. When tossed by theseunpredictable events our coping mechanisms can bestretched so drastically that we need to turn to othersfor solace, comfort and a guiding hand. Whilst ourindependent selves might prefer to tough it out,acknowledging the value in reaching out is a sign ofstrength rather than weakness.Life is an ambiguous journey where we makedecisions about our perceptions and responses. Whenmaking decisions we can never totally predict theconsequences. Choosing can be interesting. Thequestions about our life choices are endless- when tolet go of or hold on to something we desire, whetherto stay in the place we know or change direction,when to be independent and resolve our concernsalone or when to reach out to others. There is awhole raft of ambiguous decisions to make throughoutour life journey.Jeff Kennett talks about developing resilience anddeveloping our own resources to deal with regularchange. So how do we know what works and what“Biologicallywe are drawnto seekcomfort andpleasure andretreat fromdiscomfort orpain.”doesn’t? If we look at theapproaches of people whoweather change andadversity relatively wellsome interesting trendsemerge. Firstly, earlydecisions are made aboutwhat can be influenced,changed, reversed ormodified and what cannot.Energy is not wasted onyearning for the impossible.It is redirected toward thoseaspects that the person caninfluence. These approaches might seem commonsense and obvious, but we are well served toremember them.And what can we do when we feel flattened bychange? Let’s look at our own well-being and askwhether it’s too costly to continue with what is. Or arethere kinder, healthier alternatives to help us weatherthe storm, such as altering our present course orseeking help when we need to reach out. Taking careof our ourselves is a generous gift to us, our lovedones and our communities, as we navigate theunpredictable journey of life.Kathleen Cremer15

THE PROFESSIONAL COUNSELLOR03 2007GRADUATE SUCCESS STORIESAs this segment is a regular feature in “TheProfessional Counsellor” I would like to inviteGraduates to write to me with their own story forpossible publication in an upcoming edition of “TheProfessional Counsellor”. Whether you have begunyour own counselling practice, are employed by anorganisation or have gone on to study at University wewould love to hear from you. Please send your storyand photo to: AIPC, Editor, The Professional Counsellor,Locked Bag 15, Fortitude Valley Qld 4006.This month we are featuring graduates Jan Burguezand Lyn Holt from Queensland.Jan BurguezIt is an exciting accomplishment tonow hold my Diploma ofProfessional Counselling in myhand, and indeed my heart, afterthree years of distance educationwith AIPC. And when that academicqualification translated recently intomy long-cherished vocational goal,it felt as though some divine orderhad always been in place, assuagingeven the most testing times experienced in 35 years inthe workforce. Such is the feeling of reward as Imarvel at how all the jigsaw pieces of my life, onceextraneous, are now finally consolidated intocounselling.I’ve been a cleaner, a carer, an actor, a writer, aclerk, a health therapist, director, trainer, PA, and I’vegot my Blue Card. I could keep going but you’ve decodedby now that my career journey has been vastand varied.With the guidance and support of the AIPC team Icompleted my Diploma in November 2006, and byJanuary 2007 landed my dream job as a trainer (whoalso requires a counselling qualification) re-launchingthe long term unemployed back into the workforce.The fit to my skill sets is breath-taking in itssynchronicity.Who could have known three years ago when I firstpicked up the phone and made the call. Who wouldhave seen last November when I rang the StudyAssistance Line at AIPC with fear and anxiety askinghow on earth I will turn my forthcoming ‘piece ofpaper’ into paid work that the next step was just aleap of faith. My Diploma in Professional Counsellingstacked up very well at the job interview as my nowmanager(bless him) was quietly thinking in tangentsabout how I could also slot in to the company’s futuregrowth area, Youth Pathways, if he secured me now.I’ve got a lot to look forward to, by anybody’sreckoning.Distant education helped me to go about earning aliving whilst I learned my craft, while I always enjoyedfeelings of inclusivity from the astute crew at AIPC.You were ALWAYS there when I needed direction,guidance, support and encouragement, Rob. What aclient champion you are! Tutor, Zahava, brings anexceptional quality to your team with a raft ofcounselling experience, knowledge and skill. In fact,all of your staff are stand-outs, and when this highhuman resource standard is replicated in the trainingsystem and materials you provide students, I ammotivated to highly recommend AIPC to anyindividual seeking to become a recognised, accreditedand qualified counsellinggraduate who canconfidently hit the boardsrunning into theprofession. In otherwords, if I can do it, socan YOU!Like any student holedup at home withassignments to complete,family and work demands,and self doubts, there willbe times when you willwonder if you will everget there. This is acomprehensive andcomplete training systemthat takes some doing.You will hear storiesthat counsellors have torely on volunteering“With theguidance andsupport of theAIPC team Icompleted myDiploma inNovember2006, and byJanuary 2007landed mydream job as atrainer.”themselves in the main, because there’s no money incommunity service. “You’ll have to do it for lovealone”, will be the mantra of the masses as you sit forhours upon hours shackled to the computer servingyour long term goal at the expense of short termsatisfaction. 22 core units and optional majors ofstudy completed to meet strict accredited knowledgeand skill benchmarks cannot be flicked and ticked.To be inferred competent you will need todemonstrate, unequivocally, counselling competency.My advice: be prepared.So here I am three years down the track practicingmy two loves. Teaching and counselling roles havealways historically dovetailed, and that’s where I am,right here, right now!Thank you to Phillip Armstrong from ACA forinspiring me in the first place, thank you to the teamof AIPC and thank you to life itself for giving me thewherewithal to finally arrive.Jan Burguez16

THE PROFESSIONAL COUNSELLOR03 2007Lyn HoltI would like to explain thejourney of my studies withthe A.I.P.C. From the firstunit I started I was unsure ofmy ability in completing the22 Units of my Diploma. AsI was at the time 55 yearsold and had only completedcourses that were no longerthan 6 to 8 weeks long, onenight a week for about 2hours.When I started the course it was for myself mainly,as I had very low self-esteem, and had many issuesthat on a personal level needed to be addressed. Theresult of the experience I gained from the course isbetter self-esteem, I’m now a more confident personthat is now able to tackle tasks without a secondthought.All my family and friends have noticed a hugechange in me over the time. To me this was not aneasy journey as I was never good at school orstudying, so for me to achieve my goal took a lot oftime and hard work. The most important thing for mewas setting small goals for each unit, and not thinkingtoo far ahead. This is something I also learnt as I wentfurther with my studies. If you look too far ahead weall get distracted from our goals.At times you really have to just push yourself andsay: I will get this much done by this time. It issometimes good to take a very short break and thenreset your goals for the next stage. If you take toomuch time away from study you will find it harder toget back into the study mode.The seminars increased my confidence to speak andparticipate in group situations, which helped my selfesteem.I have learnt many skills during the courseand now feel confident to plan my life to be able tohelp other people orchildren in many wayswith the problems theymay have.This would not havehappened without thesupport and help ofothers, such as the staffat both Carina and theValley, who havealways been there tohelp, with their friendlysupport. In closing Iwould like to thankagain all at AIPC for“The seminarsincreased myconfidence tospeak andparticipate ingroup situations,which helpedmy self-esteem.”their help by phone, seminars, or tutorials. I wouldalso like to wish all current students the very best, andto say: stay with it, the rewards for yourself and thehelp you can give others is without a doubt thefeeling that you can experience.Lyn HoltSTAFF PROFILESARAH GARRETTHead OfficeProject OfficerSarah is employed by theInstitute on our educationteam. She is heavilyinvolved in the developmentand review of the programsrun by the Institute andenjoys contributing to theintegrity of our programs.Sarah likes to keep up-to-date with current researchand applies this to the educational programs run bythe Institute to ensure industry relevance.Before joining the education team in October 2006,she was employed by the Department of Child Safetywhere she completed risk assessments; interviewedand worked with children, young people and theirfamilies; developed court material as well as beinginvolved in litigation issues within the court process,and dealt with conflict on a daily basis. Along with herexperience at Child Safety, she has had theopportunity of working in volunteer programs such astelephone counselling, working with people withpsychological disorders, and research. Theseopportunities allowed her to develop and maintain herown counselling and research skills.Sarah’s experience in training has been throughmuch of her professional working life in environmentswhich have allowed her to supervise and train staffmembers. Her tertiary qualifications have very muchallowed her to focus on training and development aswell as her counselling skills. Sarah has a Bachelor ofArts in Psychology, Postgraduate Diploma inPsychology and a Diploma in Life Coaching.17

THE PROFESSIONAL COUNSELLOR03 2007TECHNOLOGY IN OUR PRACTICE & INTERESTING WEBSITESTechnology in Our Practice Dr. Angela Lewis, MAIPCHello everybody, this issue asalways, we look at some generalhandy hints around using yourcomputer and then I present somewebsites related to AIPC’s featuredtopic which is themed ‘FamilyTherapy’.Email Hoaxes and ScamsThe email scammers have decided to try some newtricks, which I will discuss now in the hope that noneof our members fall for them. Most of us now know(or should know), that emails from bodies such as theWestpac Bank requesting account verification or emailfrom the Nigerian Government telling you they arehappy to share 1 million dollars with you areobviously fake. However, the latest fraud emailsdoing the rounds involve a PDF attachment and havesome type of heading along the lines of ‘your financialdetails’ or ‘tax return’.If you don’t know the sender and you don’t knowwhat the attachment might be – forget your curiosity,be safe and don’t open it! The email spammers arealso trying another new way to get you to openpotential harmful emails, and that is to send peopleemails with a heading such as ‘birthday card’, ‘greetingcard’ or ‘musical card’, and it contains a link for you toclick and look at this supposed card. This link maytake you to another site, hijack your homepage orinfect your computer with a virus. Unless you are110% sure that card comes from your Aunty Jean orsomeone you absolutely recognise and trust, do not letcuriosity get the better of you and actually follow thelink. You have been warned!Could I suggest people check on somewhere likewww.hoax-slayer.net before forwarding or openingpotentially harmful email – and please also do beforeforwarding on begging letters that say a charity or aperson in need will get money each time you forward– they won’t and you are simply falling for the trap offorwarding yet more spam, which I will now discussbelow.Forwarding Email can Increase SpamWe all know I have mentioned this issue before andpardon me for mentioning it again, but people don’ttake it seriously enough, hence a reminder – don’tforward email willy-nilly. Your email address isprecious and like your home telephone number, Idoubt you want it splattered around the globe.Forwarding emails that contain the email addresses ofall those who forwarded before you can bring on anew batch of Spam mail for all those on the list.When you forward an email, make sure you deleteall the previous addresses first – it just takes a secondto select the previous addresses and hit delete, andafter a while it will become second nature and not achore. It protects everybody’s safety as this way theperson you forward the message to won’t be able tosee the addresses of all those who already got theemail (there may be times when there are good andvalid reasons to keep the list there and you need tomake your own value decisions in this regard). Aswell, put your multiple email addresses in the BCC(blind carbon copy) area, that way nobody sees whoelse is getting the email. If you keep all the emailaddresses on show, spammers can quickly grab upthat entire list because you made it so readily availableand everyone will be spammed - including you.“The latestfraud emailsdoing therounds involvea PDFattachment andhave sometype ofheading alongthe lines of‘your financialdetails’ or ‘taxreturn’.”If you think about itlogically, once theforwarded email beginsits journey from yourcomputer out tocyberspace, you haveabsolutely no control overhow many times theemail gets forwarded –and of course how manytimes your private emailaddress gets forwardedright along with it. Here’sa suggestion, if you likeforwarding jokes, etc,why don’t you thinkabout having a secondemail address that sendsout non-business emails?While this might soundparanoid, it is better thanyour business or personalemail address ending up in the in-boxes of completestrangers, or mailing lists, news groups and onlineforums you have never heard about – as well as in thehands of spammers.A Quick Microsoft Word Printing TutorialMost of you would know that choosing File, Printfrom any Microsoft program sends a copy of yourwork to the printer. However there are ways of beingspecific in what you print, and some of the optionsare described below.Printing Page Ranges.Go to File and choose Print so you are looking atthe printing dialog box. By default, the ‘All’ choicewill be selected, but you could change it to ‘Current18

THE PROFESSIONAL COUNSELLOR03 2007page’, which will print only the page where the cursoris currently located. You also could choose the‘Selection’ option, which prints whatever text washighlighted before you went to File Print.Below that, you’ll also find the ‘Pages’ option. Inthis field, you can enter a combination of informationto get Word to print exactly what you want.To print whole pages, you can request them bypage number, e.g.:• Typing in ‘3’ would only print page three of thedocument.• 3, 5 will print only pages three and five of thedocument.• 3-8 will print only pages three through eight ofthe document.• 3, 4-7 will print only pages three and fourthrough seven.But did you know, if you enter page numbers inreverse order, such as 7-2, you will get Word to printthem in reverse order!Websites this issue focus on FamilyTherapy in terms of information andresources through the Internet.www.anzjft.com. The website of theAustralia and New Zealand Journal ofFamily Therapy. As well as an excellent articles linkthat allows you to read a number of journal articlesfree online, there are conference links and variousother resources.www.Familyrelationships.gov.au. ‘FamilyRelationships’ is an Australian government initiative,providing a comprehensive suite of links for parents,adolescents, grandparents, caregivers as well as familydispute resolution providers. This website alsoprovides a downloadable information kit (available in15 different languages) on the key changes to thefamily law system. This is a good one to bookmark.www.vaft.asn.au. The Victorian Association ofFamily Therapists (VAFT) is an association ofprofessionals with a shared interest in Family Therapytheory and practice.www.aifs.gov.au/institute/links.html. This links youto the Australian Institute of Family Studies website. Ithas lots of information, with links to publications andrelated sites on building relationships, stepfamilies,“Your emailaddress isprecious andlike your hometelephonenumber, Idoubt youwant itsplatteredaround theglobe.”coping with change,coping with divorce,parenting and gettingmarried.Personal Responses toMember QuestionsI will no longer beanswering member’s ITrelated questions on apersonal basis, simplybecause so few peoplehave had the courtesyover the years of simplysaying thank you when Ido this for them. Ifanyone needs somethinganswered, I will dealwith it if appropriate viathis column. Sorry folks, but I don’t get paid toprovide this service (nor any of my contributions toAIPC), and taking time out of my day to helpmembers, costs me in terms of my own time andeffort – so I am sure you understand.Please note that all Internet addresses were correctat the time of submission to the AIPC and that neitherAngela Lewis nor the AIPIC gain any financial benefitfrom the publication of these site addresses. Readersare advised that websites addresses in this newsletterare provided for information and learning purposes,and to ensure our member base is kept aware ofcurrent issues related to technology. Email me atAngelaLewis@optusnet.com.au.RESOURCESCoping Skillsat CounsellingConnectionThe Institute’s official Blog,Counselling Connection, is filledwith family therapy-related posts.The category “Life Coping Skills”discusses common challenges in lifeand the skills necessary to effectivelyovercome these challenges andmove forward.Currently published posts havediscussed the following topics:19Domestic Violence, Infidelity andRelationship Breakdown. If youwould like to offer your insights intothese discussions, and learn moreabout each of the topics, simply visitthe Blog’s URL:www.counsellingconnection.comand click on the link “Life CopingSkills”.

THE PROFESSIONAL COUNSELLOR03 2007FEATUREBook ReviewCulturally Relevant Ethical Decision-Making in CounselingHouser, R., Wilczenski, F.L., & Ham, M. (2006).Culturally Relevant Ethical Decision-Making inCounseling. London: Sage Publications Ltd334 pagesISBN: 1-4129-0587-7Counsellors are active participants in thecounselling process, and the intimaterelational aspect of counselling such asethical decision making requires thatcounsellors have an understanding ofethics that goes beyond a basicknowledge of counselling skills andethical codes. Expanding counsellors’knowledge base to includephilosophical and moralconsiderations has the potential to domuch more than strengthen theircapacity to make ethical decisionsand conduct themselves as ethicalprofessionals. Familiarity with suchconsiderations may also serve as theunifying structure for exploring theessence of counselling, that is,what counselling is about and whoa counsellor is as an individual and as a professional.Culturally Relevant Ethical Decision-Making inCounseling presents a hermeneutic orientation andframework to address contextual issues in ethicaldecision-making in counselling and psychotherapy.Hermeneutics is the theory and practice ofinterpretation. The word derives from the Greek god,Hermes, whose task was to communicate messagesfrom the gods to the ordinary mortals. Authors suggestthat the ethical decision-making includes a widerhorizon than pure interpretation of existing ethicalcodes. Emphasising that ethical decision making is anongoing process with no easy answers, the bookoffers a paradigm for decision-making and providesreaders with the knowledge and understanding theyneed to effectively think through issues.Authors Rick Houser, Felicia Wilczenski andMarryAnna Ham incorporate broadperspectives of ethical theories fromWestern, Eastern, Middle Eastern andSouthern hemisphere perspectives.Utilising numerous case studies,authors present a comprehensiveexploration of counselling ethics in acultural context. Examining theimplications and consequences ofcompetent multicultural counselling,they present ethical dilemmas arising inface-to-face counselling interactions andsupervisory relationships.This is an ideal textbook for studentsand educators in counselling and/orpsychology programmes. The book is alsoan essential guide for social workers andhealth professionals who work inmulticultural environments. Although the publication iscreated in a different cultural environment, manyaspects have practical and universal application toevery professional working in a multicultural context.Copies of Culturally Relevant Ethical Decision-Making in Counseling are available for $70.30 + $8.50postage and handling. To order a copy, simplycontact your local Student Support Centre or call:1800 657 667.TREASURES FOR INSPIRATION“Of course if you like your kids, if you love them from the moment they begin, you yourselfbegin all over again, in them, with them, and so there is something more to the world again.”~William Saroyan20

THE PROFESSIONAL COUNSELLOR03 2007STATE NEWSSydneyHi to all our Sydney and International students.I don’t know about you, but this year seems to beflying by. Let me ask you a question: when you reflectback over the year so far, have you made the progressin the course that you expected to make when youenrolled?The feedback I get from students tells me that thepart of the course they often find the hardest, is inreality the easiest part… it’s called the beginning. Itseems that where the difficulty lies is not actually inthe course itself, but rather the process of gettingstarted. Have you found that to be true? Discipliningyourself to sit down and find the time… oops, I meanmake the time… to start, is not always easy is it? Andyou don’t have to make time to study just once, butregularly and often.If you find that making time to study is your biggestproblem, then more often than not it’s because youare allowing everything else to be more important.Some things, of course, will be more important thanyour studies, but not everything will be. Your job is toprioritise your time, so that you can identify the thingsin your life that are more important than studying andthose things that are not.Take a look at the things that you have listed asbeing less important than doing your course. Manystudents list watching TV as being of less importance.Is that on your list? If so, take some of the time youcurrently use in watching TV for example, and reallocatethat time to study time. A couple of hours willdo to begin with. Once you begin to develop a studyhabit, you can increase the hours if you wish.Nothing good comes without some sacrifice, but inthe end that ‘something good’ will outweigh thesacrifice it has taken to achieve it. Good luck withyour studies… and from Jacqui, Mary, Sandra,Lorraine, Eve and myself, our best wishes on yoursuccess.Kind regards,Nev RandleManager – Sydney/InternationalRegional NSWHi All,And welcome to this edition of the ProfessionalCounsellor.Firstly, an update with staff in the Port Macquarieoffice: Crystal has decided to move on due to fallingpregnant and relocating to Coffs Harbour. She hadbeen with us for approximately three years and wewill miss her.In every adversity there is a seed of equal or greaterequivalent.My daughter Vanessa who is completing YearTwelve is replacing Crystal on a casual basis with theview to move into a full time position as she gainsexperience and I wish her every success as she settlesinto her new role.An Inspirational Note...I began with the Institute when it was only twoyears (15 years ago) old and have been very fortunateto grow with it. Our initial trading area was fromTamworth to Taree to Coffs Harbour and from therewe built our business to now encompass all ofRegional NSW, the A.C.T. and Gold Coast regions.I recall talking with students in the early days andone of the biggest problems facing people in countryareas was the lack of counselling services available inregional areas.I feel very proud to be part of an organisation thathas brought about a real change in our society andcongratulate all of our graduates who have set upcounselling practices to help overcome thesechallenges.So if you are contemplating a career in counselling;think about how you can impact the society for thebetter; assess your current situation; and act (chaseyour dreams)! The outcomes can be extremelyrewarding and character-building.See you next edition!Michael PollockManager – Regional NSWMelbourneHello again and welcome to the ProfessionalCounsellor’s ‘State News’ from Victoria!New Training StaffTwo new staff members, Nicky Boyle and KerenLudski, have recently been welcomed into the fold atthe Victorian branch. Nicky and Keren both joinSophia as a part of our team of trainers here inMelbourne.Nicky Boyle is our new seminar facilitator. Nickyhas over five years counselling experience and abackground in training, management and humanresources. Nicky will be there to facilitate yourseminars when Sophia is not available and I am sureyou will find that Nicky’s passion for both counsellingand training will enrich your understanding as youmove through the course content.Keren Ludski is our new In-Class Studies presenter.Keren’s five years of private practice counsellingexperience, her extensive training experience and herwarmth and professionalism are sure to make your21

THE PROFESSIONAL COUNSELLOR03 2007In-Class Sessions not only informative but also apleasure to attend each week. Keren is lookingforward to meeting all of our In-Class students andcontributing to your learning experience soon.And speaking of In-Class Studies...If you haven’t already signed up for In Class Studiesthen this spring could be the perfect time to do so. Bythe end of the year many of us feel unmotivated andour attitude to study may need some ‘freshening up’.Attending an In Class Unit or Block of Units may helpyou ‘spring-clean your mind’ and give you renewedenergy and motivation towards your studies.Also, don’t forget that the graduation ceremony thisyear will be on the evening of Friday 23rd November.If you are planning to attend then you will need tomake sure all your assessments, including practicalsare completed and competent at least three weeksbefore this date.Good luck with your studies and if you have anyquestions then please give us a call at the MelbourneStudent Support Centre, we would love to hear fromyou!Katie, Lauren, Luisa and JillThe Melbourne Student Support TeamBrisbane, NorthernTerritory & TasmaniaHello and Welcome to this edition.Can you believe it’s the middle of October, beforewe know it will be Christmas time?I don’t know about you but this year for me hasjust flown by.A very warm welcome to students who are joiningus for the first time. I hope you find this and futureeditions a valuable part of your counselling resourcekit.We have had a very busy 2nd half of the year. I’vehad many students comment to me that they madeplans to get into studies at the start of the year andthey’ve stuck to those plans.Assessment has been flowing in and with the endof the year just around the corner I think the pressurewill be on for students to meet those end of yeargoals they set back in January.Talking about goals……I’ve got a challenge for you.Can you talk less for a change?Let me explain……We live in a culture that supports the tennis-volleyapproachto conversation: ‘You say something, andquickly, I say something next.’ This happens almostwithout pause or without us taking a breath.We are all guilty of formulating what we are goingto say next, even before the person speaking stopssharing their thoughts. What if the words you did notspeak were more powerful than the words you didspeak?Here’s a challenge for you next time you are in asituation were you are applying your counsellingskills:• Get comfortable with being still and don’t beafraid of silence. When you get good at this, thequality of your conversations and counsellingimproves enormously. Don’t be afraid of thestruggle some people might go through duringthe silence.• Quiet moments provide the ideal environment forgrowth and insight. Silence is where some of thebest growth happens and when some of the bestinsights appear that would have otherwise beenmissed during our chatter.• Without having to work very hard—and by justsettling into the silence—your friends or familymembers can suddenly leap into a new frame ofmind. Perhaps this is all they need to feel thetime you spend together has been inspiring.• Have fun playing around with that idea and putit to the test as soon as you can.Cindy made a comment to me last week about thenumber of students now submitting assessment via theOnline Resource Centre on our website. I’m gladstudents are finding this system works so well. If youhave access to the internet and have not tried theonline system yet, you may like to give it a go.Just call or email Cindy at Cynthia@aipc.net.au andshe will send you two word files to explain in simpleterms how to assess and submit your work this way.The online system does speed up the turnaround timeon assessment and saves you a bit of postage cost soconsider giving the system a test and see what youthink.Until next issue, continue to enjoy your studies andthe journey you experience along the way.All the best from,Rob, Bev, Cindy, Mikala, Belinda, Zahava,Leanne, Kathleen, David and Tony.Regional QLDHello everyone and a special welcome to all ournew students.The topic this month, Family Therapy, is veryrelevant to today’s counsellors. By its very nature,family therapy is different to individual counsellingbecause the therapist is working with a group ofpeople, each participant having individual needs andperceptions and history associated with other familymembers. As such, it can be a more challengingenvironment for the counsellor and family membersdue to the interrelationships involved and theemotional past.22

THE PROFESSIONAL COUNSELLOR03 2007Some of the causal factors giving rise to the needfor family counselling are divorce, child custody, childand/or adult abuse, introduction of new familymembers (foster care), extramarital affairs and so on.Often, participants are not aware of the needs ofother family members and the opportunity for groupwork is, in itself, valuable. It provides a means foropen dialogue and discussion. During family therapy,awareness of stakeholder issues and the intertwiningrelationships so crucial to family structure becomeapparent. Through the counsellor, participants canstart to comprehend family behaviour (i.e. group)patterns. Overall, the concern is more about patternsof communication, action and reaction in the familyenvironment, rather than those of individualparticipants.The Counsellor’s role is also one where recognitionis given to effective, functional behavioural patterns,helping to create a positive environment, rather thanjust focusing on the negatives. Therapists can alsointegrate with the family, showing genuineness andempathy, to the point of disclosing personalexperience to assist group members to open up andfeel OK in their own self-disclosure. Obviously,Counsellor self-disclosure should be minimal so itdoesn’t detract from the family’s own therapy. As thefamily’s interaction improves, the therapist can stepback and let the family learn to interact andcommunicate, becoming more self sufficient andindependent as a cohesive family unit.To reinforce learning and break ineffective habits,contracts can be written, where family members agreeto a certain course of action should certaincircumstances or barriers arise. Contracts assist familymembers to recognise there are consequences fromtheir actions (or inactions), to think carefully prior tothe action and to take responsibility for theconsequences.The theory is covered in Unit 16 of the Diplomacurriculum. Students enjoy its study because thetherapy is so relevant to the needs of today’s societyand, of course, counselling practice.Enjoy your studies.Regards,Peter KesperManager, Regional QueenslandSouth Australia‘WELCOME’ to all our new students and to all ourregular readers HELLO AGAIN; we hope this editionfinds you in good health, and we trust you and yourfamilies are enjoying life.WOW!! Can’t believe how fast the year is flying by.My Hubby and I had a great time in Coffs Harbour forour motorcycle club AGM. I had a great timeswimming with the Dolphins and a huge Fur Sealwhilst there. If you have recently been to a seminar Ihave probably bored you with my photos already.These breaks really fill my cup again, they form partof my personal burnout prevention plan. Haveyou got yours in place??Uni studies are still going well … Study seems to bea Permanent Part of My Life …Remember, if you feelstuck … I understand. Call me… maybe I can helpmotivate you to keep going. We have lots of supportto offer:- In-Class sessions, ASM Workshops & Tutorialsetc. If you want more - let us know … if you’reinterested in attending any sessions, simply call theAdelaide office and book your place, or discuss whatyour needs are and we will consider how we canhelp. We enjoy contact from students! Drop us a line -send us your ideas or comments - keep us informedof what your needs are.Assignments:We have had some “UNMARKED” assignmentsreturned lately due to students’ failure to readinstructions at the beginning of the workbooks… Takethe time now to open a workbook and read theinstructions for ASSESSMENT generally around page 6of the workbook. You will find further instructions forAssessment Procedures in your Student Handbookaround page 10 or 11. Please take particular note ofthe following points regarding AssessmentsTo avoid the disappointment of anunmarked/returned assignment, please note:• You are required to use BLUE or BLACK PEN tocomplete your assignments. Workbooks will notbe marked if completed in pencil.• You are required to include your ORIGINALcover sheet if posting the workbooks in formarking• Only the ORIGINAL cover sheet is to be includedfor marking. You may keep a copy for yourrecords, but are not to send a copy with aworkbook for marking• You are only permitted to send in ONE (1)workbook at a time…you must wait for its returnbefore sending in the next workbook formarking. {Unless given permission and a prioritycode or multiple submission code by themanager of your Student Support Centre}.• If submitting assignments by internet … your“Cover sheet” should be held by your StudentSupport Centre so results can be entered on theoriginal cover sheet.Final ReminderIf you enrolled before June 2005 and did notcomplete your study by 31st May 2007 you now needto upgrade into the new DPCC curriculum. The costto upgrade is $95.00. Call us now!! We have theSupplementary unit 4 in stock … we are able to haveyour upgrade processed quickly and will send you the23

THE PROFESSIONAL COUNSELLOR03 2007relevant unit by return post. ASM’s are not affected bythe changes.I was very pleased to be told by a student thatAdelaide staff members have a ‘can-do’ attitude. If youneed help with your study, all you need do is ask, (Itis a weakness not to ask). We are here to enhanceyour learning experience… … let us know what youneed … … and we will endeavour to provide it. Goodluck with your studies………Hope to see you at aseminar soon.My Quote of the day is from Arthur C Clarke.“The only way to discover the limits of thepossible is to go beyond them into theimpossible!!!Till next time…Kind Regards,Carol, Kerry-Ann, Linda & SallyThe Adelaide teamWestern AustraliaHi everyone and welcome to all the new studentswho have joined us in the last few months. Thankgoodness winter is over and spring is here. We hopeeveryone will enjoy the lovely flowers that are inbloom.Firstly we would like to offer a word ofencouragement that’s fitting for spring. ‘Greet each daywith your eyes open to beauty, your mind open tochange, and your heart open to love’ – Paula Finn.We have had a good number of students attendingthe past few seminars. I hope everyone has enjoyedmeeting and networking with other students andapplying and developing your counselling skills.Please remember bookings are limited and there areonly 10 seminars left for the year. So with that inmind if you would like to attend one of theseseminars please give us a call if you have met the prerequisites.NOTE if you need to cancel, please call usat least 3 days prior to seminar date so other studentscan attend.We would also like to mention that in order for usto send you correspondence we need your currentcontact details. If your email, address or contactnumber has changed please give us a call or email uson aipcwa@aipc.net.auJust a quick issue that many students havethroughout their studies that we would like to bringup: “TIME MANAGEMENT” Here are a few tips wewould like to share that we got from the websitewww.lc.unsw.edu.au/onlib/time.html.Complete small tasks straight away rather thanputting them off. This will encourage you to begintackling larger tasks needing attention. Break difficultor ‘boring’ work into sections. This allows you toapproach a large task as a series of manageable parts.Don’t try to write a whole assignment in one sitting.Write it section by section. If you have ‘writer’s block’,try writing something-anything down. Even if youchange it completely later, at least you’ve started. Thealternative is having nothing at all. Your study and thetime you spend on it is up to you. If you find yourselflosing direction, sit back and think of why you aredoing your course; remembering your goals can puteverything into perspective.Finally we would like to welcome Amiee to ourteam – we wish her all the best in her new position.Rathini (Branch Manager) – Study or paymentoption, Austudy enquiriesLisa – Study packs, seminar bookings, and otherassessment-related enquiriesAmiee – Accounts and general course enquiriesBest wishes for your studies from all of us,Rathini, Lisa and AmieeThe WA Team24

THE PROFESSIONAL COUNSELLOR03 2007SEMINAR DATESNorthern TerritoryCommunication Skills I/Seminar A20/10/2007Communication Skills II/Seminar B24/11/2007The Counselling Process22/09/2007Counselling Therapies I/Seminar C13 & 14/10/2007Counselling Therapies II/Seminar D17 & 18/11/2007Case Management/Seminar E01 & 02/12/2007Counselling Applications/Seminar F03/11/2007Note: pre-requisites apply for all seminarsVenue: Franklin & De IonnaAddress: 57 Savannah Drive, Leanyer NTTimes: 8.15 registration8.30 am start4.00 pm finishBookings: 1800 353 643* Please note that minimum booking numbers apply toallow these seminars to proceed.Lunch facilities are available nearby or you may bringyour own.SydneyCommunication Skills I/Seminar A12/12/2007Communication Skills II/Seminar B20/10/2007, 13/12/2007The Counselling Process09/11/2007, 15/12/2007Counselling Therapies I/Seminar C01 & 02/11/2007, 20 & 21/12/2007Counselling Therapies II/Seminar D23 & 24/11/2007Case Management/Seminar E07 & 08/12/2007Counselling Applications/Seminar F27/10/2007, 14/12/2007Note: pre-requisites apply for all seminarsVenue: AIPC, Parramatta OfficeAddress: Suite 21, 2nd Floor, Medical Centre, 152Times:Marsden Street, Parramatta.8.45 registration9.00 am start5.00 pm finishBookings: (02) 9687 9688Lunch facilities are available nearby or you may bringyour own.South AustraliaCommunication Skills I/Seminar A20/10/2007, 01/12/2007Communication Skills II/Seminar B20/10/2007, 01/12/2007The Counselling Process11/11/2007Counselling Therapies I/Seminar C17 & 18/11/2007Counselling Therapies II/Seminar D08 & 09/12/2007Case Management/Seminar E27 & 28/10/2007Counselling Applications/Seminar F24/11/2007Note: pre-requisites apply for all seminarsVenue: AIPC, Adelaide officeAddress: Level 10, 68 Grenfell St, AdelaideTimes: 8.45 registration9.00 am start5.00 pm finishBookings: (08) 8232 7511Please book early to ensure that a place is reserved foryou.Lunch facilities are available nearby, or you may bringyour own.Western AustraliaCommunication Skills I/Seminar A17/11/2007Communication Skills II/Seminar B18/11/2007The Counselling Process06/10/2007, 15/12/2007Counselling Therapies I/Seminar C13 & 14/10/2007Counselling Therapies II/Seminar D08 & 09/12/2007Case Management/Seminar E27 & 28/10/2007Counselling Applications/Seminar F03/11/2007Note: pre-requisites apply for all seminarsVenue: AIPC OfficeAddress: Suite 1/110-116 East Parade, East PerthTimes: 8.45 registration9.00 am start5.00 pm finishBookings: (08) 9228 3026Lunch facilities are available nearby during the weekand on Sundays, but it is suggested that you bringyour own on Saturday.25

THE PROFESSIONAL COUNSELLOR03 2007SEMINAR DATESBrisbaneCommunication Skills I/Seminar A13/10/2007, 08/12/2007Communication Skills II/Seminar B24/11/2007The Counselling Process27/10/2007Counselling Therapies I/Seminar C10 & 11/11/2007Counselling Therapies II/Seminar D01 & 02/12/2007Case Management/Seminar E20 & 21/10/2007Counselling Applications/Seminar F17/11/2007Note: pre-requisites apply for all seminarsVenue: AIPC, Brisbane Support CentreAddress: 336 Stanley Rd, Carina Qld 4152Times: 8.40 registration9.00 am start5.00 pm finishBookings: (07) 3843 2772Lunch facilities are available nearby or you may bringyour own.MelbourneCommunication Skills I/Seminar A27/10/2007, 24/11/2007, 15/12/2007Communication Skills II/Seminar B28/10/2007, 25/11/2007, 16/12/2007Counselling Process13/10/2007, 14/11/2007Counselling Therapies I/Seminar C11 & 12/08/2007, 10 & 11/11/2007Counselling Therapies II/Seminar D22 & 23/09/2007, 06 & 07/10/2007Case Management/ Seminar E20 & 21/10/2007, 01 & 02/12/2007Counselling Applications/Seminar F14/10/2007, 03/11/2007Note: pre-requisites apply for all seminarsVenue: AIPC, Melbourne officeAddress:Times:Level 1, 337 Latrobe Street8.45 registration9.00 am start5.00 pm finishBookings: (03) 9670 4877Lunch facilities are available locally, or you may bringyour own.TasmaniaCommunication Skills I/Seminar A18/11/2007Communication Skills II/Seminar B16/12/2007The Counselling Process04/11/2007Counselling Therapies II/Seminar C08 & 09/12/2007Case Management/Seminar E24 & 25/11/2007Counselling Applications/Seminar F02/12/2007Note: pre-requisites apply for all seminarsVenue: TBAAddress:Times:TBA8.45 registration9.00 am start4.30 pm finishBookings: 1800 353 643Lunch facilities are available nearby or you may bringyour own.Sunshine CoastCounselling Therapies II/Seminar C13 & 14/10/2007Counselling Therapies II/Seminar D27 & 28/10/2007Case Management/Seminar E24/11/2007Counselling Applications/Seminar F25/11/2007Note: pre-requisites apply for all seminarsVenue: Kawana Community CentreAddress: Nanyama Street, Vuddinga, QldTimes: 8.30-8.50 registration9.00 am start4.30 pm finishBookings: (07) 5493 7455Lunch facilities are available nearby or you may bringyour own.26

THE PROFESSIONAL COUNSELLOR03 2007SEMINAR DATESGold CoastCommunication Skills II/Seminar B27/10/2007Counselling Process10/11/2007Counselling Therapies I/Seminar C17& 18/11/2007Counselling Therapies II/Seminar D08 & 09/12/2007Note: pre-requisites apply for all seminarsVenue: AIPC, Gold Coast officeAddress: Suite 2, Level 4 Kay House35 Scarborough St, Southport Qld 4215Times: 8.45 registration9.00 am start5.00 pm finishBookings: (02) 6581 511227

THE PROFESSIONAL COUNSELLOR03 2007DESIGN A COVERfor ‘THE PROFESSIONAL COUNSELLOR’and WIN a free Advanced Study Major!The Professional Counsellor would like to tap into the artist’s among ourreadership and offer you the opportunity to contribute your artwork forpublication.The Institute will award the successful artist a free Advanced Study Major of theirchoice* for each original artwork that is published.HOW TO SUPPLY ARTWORK:Artwork will preferably be available as a jpeg image, depicting one of the followingcounselling issues:• Addictions• The Counselling Process• Professional Development, Supervision & Ethics• Working with the Elderly• Career problems• Relationships• StressArtwork should be on a 22.5 x 20.7 cm (height x width) canvas and be suppliedwith the artists: Full Name, address and day time telephone number.Send submissions to:The EditorThe Professional CounsellorLocked Bag 15, Fortitude Valley, Qld 4006or by email to editor@aipc.net.auThe Advanced Study Major award shall be issued in the name of the Artist (whomust be a student or graduate of the Institute), upon publication of artwork.The editor reserves full rights over selection of artwork for publication. TheEditor reserves the right to edit and cut copy and there is no guarantee thatsubmitted artwork will be published. Once submitted the Institute reserves theright to publish the artwork with reference to the original artist; at any timethrough any medium.* The design a cover award cannot be applied towards an existing AdvancedStudy Major enrolment.28

Institute Education andAdministration CentresKEY WORDS INCOUNSELLINGFamilysculpting“A non-verbaltechnique offamily therapywhere familymemberspositionthemselves as ifin a sculpture,which canreveal muchabout theirperceptions andfeelings of theway the familyHEAD OFFICELocked Bag 15,Fortitude Valley Qld 400647 Baxter Street,Fortitude Valley Qld 4006Telephone: 07 3112 2000Facsimile: 07 3257 7195BRISBANE QLDPO Box 425, Carina Qld 4152336 Stanley Road,Carina Qld 4122Telephone: 07 3843 2772Facsimile: 07 3843 3599REGIONAL QLDPO Box 200,Moffat Beach Qld 45517 Mariner Place,Bokarina Qld 4575Telephone: 07 5493 7455Facsimile: 07 5493 7466GOLD COAST QLDPO Box 9069, Lighthouse Beach,Port Macquarie NSW 2444Suite 2, Level 4, Kay House,35 Scarborough Street, SouthportQld 4215Telephone: 1800 625 329Facsimile: 02 6581 5117SYDNEY NSWPO Box 238,Parramatta NSW 2124Suite 21, Level 2,152 Marsden Street,Parramatta NSW 2150Telephone: 02 9687 9688Facsimile: 02 9687 9698REGIONAL NSWPO Box 9069, Lighthouse Beach,Port Macquarie NSW 24441/34 Jindalee Road,Port Macquarie NSW 2444Telephone: 02 6581 5112Facsimile: 02 6581 5117MELBOURNEGPO Box 417CMelbourne VIC 3001Level 1, 337 Latrobe Street,Melbourne VIC 3000Telephone: 03 9670 4877Facsimile: 03 9602 3832ADELAIDE SAPO Box 3027,Rundle Mall PO SA 5000Level 10, GHD Building,68 Grenfell Street,Adelaide SA 5000Telephone: 08 8232 7511Facsimile: 08 8232 4242PERTH WAPO Box 631, Mt Lawley WA 6929Suite 1/110-116 East Parade,East Perth WA 6004Telephone: 08 9228 3026Facsimile: 08 9227 6648functions.”THEPROFESSIONALCOUNSELLOR