Over the last few years there has been much speculation regarding regulation of the Counselling Industry and the possibility of government regulated standards for training of Counsellors. In this edition, we present a Press Release from the Australian Counselling Association (ACA) that explains recent industry developments that definitively concludes that government will NOT be introducing training standards, or regulating, the Counselling Profession. This critical development not only safeguards the vast majority of practicing counsellors, which are vocationally trained, but it continues to ensure the AIPC Diploma of Professional Counselling remains the most prominent, flexible and viable training option for those wanting to pursue a career in Counselling.

In this edition, you will also find a case study which contains application of the Empty Chair Technique (from Gestalt Therapy) and cognitive restructuring (from Cognitive Behavioural Therapy).

See you next fortnight!

Editor

Following is a Press Release (23 August 2006) from the Australian Counselling Association which provides the latest information regarding speculation surrounding regulation of the Counselling Industry:

Victorian Government Says "No" to the Regulation of the Counselling Industry

After 3-years research and investigation, the Victorian Department of Human Services brought to a conclusion the possibility of a regulated model for the Counselling Profession, in the State, and Nationally.

For years there have been spurious rumours that government would introduce standards for Counsellor Training and Practice. These rumours were often initiated for the political and/or commercial gain of those disseminating them.

Whilst government had no plan to establish standards of practice in Counselling, in 2003 it did initiate an investigation into how a model of self-regulation may be structured. This investigation was undertaken by an Industry Federation, Psychotherapy and Counselling Federation Australia (PACFA), and was funded by the Victorian Department of Human Services.

On August 23, 2006 at a meeting of key industry stakeholders and government, it was concluded that NO regulation of the Counselling Industry would occur.

The project was undertaken in the interest of consumer protection, with the core project aim to investigate if a model of self-regulation would better protect consumers of Counselling services. The project was the most comprehensive and diverse study ever to be undertaken on the regulation of the Counselling Profession.

Conducted over 3-years, the project studied the standards of approximately 50 Professional Membership Organisations nationally, as well as many International Associations.

The project reviewed Training Standards for Counsellors; Accountability of Practitioners; Protection of Consumers; Practitioner Ethics Standards; Governance of Counsellor Associations; Policies for Complaints, Conciliation and Appeals; Codes of Good Governance; and modes of regulation.

After a thorough and inclusive process, it was concluded that no action or intervention by Government was required.

What does this mean to the Public, Counsellors, and the Counselling Industry?

The decision by the Victorian Department of Human Services concludes long standing speculation regarding Training and Practice Standards for the Counselling Profession. For many years Industry groups have alluded to government intervention and a change in Training Standards for Counsellors. This information has often been falsely mis-represented to the public at large, to clients of counsellors, and particularly to prospective students of Counselling.

The decision confirms the intent of Government regarding the Counselling Profession.

The decision unambiguously demonstrates the government has NO INTENTION of introducing standards to regulate the Training and Practice of Counsellors in the foreseeable future. The decision recognises the extensive work of the profession to date in establishing a quality self managed, consumer driven model of regulation in a diverse industry.

So how will the decision affect stakeholders?

The decision has serious ramifications for stakeholders. Whether you’re a consumer, a prospective counsellor, or a practicing counsellor, the outcome of this decision has important consequences. We’ll briefly examine them below.

Consumers

One of the core aims in investigating a self-regulated model for the Counselling Profession was to ascertain whether consumers of Counselling services would be better protected under a regulated model. This is of paramount importance to governments and fundamentally directs their decisions, as they are empowered by the public to implement policy in the interest of their safety.

The nature of Counselling results in very few complaints being brought against Counsellors. Counselling, as opposed to Psychotherapy, is more about empowering clients to make their own decisions. Counsellors generally do not give advice, and do not deal with clinical issues. As such, the potential risk to clients from Counselling is extremely low.

Implicit in the decision of the Victorian Department of Human Services not to regulate the Counselling Profession is that customers of Counselling are not at significant risk; and that the current market driven model of the profession adequately mitigates risk to the consumer.

Prospective Counsellors

The academic standard of Counsellors has for some time been an issue of discussion. What level of education is adequate for a Counsellor? As part of the investigation into a self-regulated model, Training Standards for Counsellors were considered.

Currently, as the profession is not regulated, there is no minimum education standard for practice. Education and experiential standards are generally maintained through (non mandatory) membership with Industry Associations.

The overwhelming majority of practicing counsellors maintain membership to an Industry Association. Membership provides them with professional affiliation; access to insurance; transparency of qualifications; a means for dealing with complaints; a Code of Good Practice; ongoing professional development and much more.

The industry has therefore established Training Standard benchmarks by virtue of Association Membership Levels. These levels reflect qualifications, experience, supervision and commitment to ongoing development. The vast majority of Counsellors have a vocational level qualification, such as a Diploma in Counselling. The decision of the government not to regulate Counselling implicitly recognises the Training Standards established through existing Association structures.

Practicing Counsellors

Whilst the decision means that practicing counsellors need do nothing differently, it still has ramifications for them. Most importantly, it amplifies the need for Counsellors to get involved in their industry. Whilst the decision clearly recognises the excellent work the industry has done to self-manage, the status quo could only be attained through the active involvement of Counsellors with an interest in the political landscape of their industry.

Counsellors can define their industry through involvement in their Association/s. Associations have to date achieved an extraordinary amount. Whilst there is contention on some issues, as a whole, the industry through self governance has attained high and broadly accepted standards in the areas of Training, Ethics, and Complaints.

Introduction

Sasha is a 60 year old woman who has recently retired from a career in teaching. Working for many years in a secondary school environment, Sasha was confident, motivated and dedicated to her work, but at the same time looking forward to retirement so she and her husband could travel and spend more time with their adult children who lived nearby.

However upon finishing work, Sasha found herself experiencing severe anxiety, particularly when around other people, and began not wanting to leave the house or invite people into the house. She also experienced bouts of crying when attempting to complete tasks such as housework and using the sewing machine. Sasha found her symptoms eased when she and her husband went on camping trips in national parks where they often did not see other people for days.

While working with Sasha, the Professional Counsellor adopts strategies from Cognitive Behavioural Therapy and Gestalt frameworks in order to address any irrational thoughts and behaviours which may be maintaining Sasha's anxiety, and to complete any unfinished business which may have led to the development of her anxieties in the first place. For ease of writing, the Professional Counsellor is abbreviated to "C".

Background

Sasha was an unplanned baby, born after her older brother. Her parents did not want a second child but when they realised another was on the way, they hoped for another boy. As a child Sasha remembers always being in the background and her brother and father being the 'important' ones.

Sasha reported a vivid memory of coming home from school one day and finding no-one home. Sasha sat on the front porch and cried until her mother eventually came home and told her to stop being so silly. She described her mother as being more concerned with the state of the house than with her young daughter.

Sasha's father died when she was very young, and she remembers her mother not coping well for a long time. During this time she (but not her brother) was often sent to her grandparents' farm to give her mother a break. Here Sasha spent most days on her own. However she remembers these visits fondly, like 'a lull in the storm'.

When her mother died, she left everything to Sasha's brother, who was by then a well- paid solicitor with a young family. Sasha also had a young family but did not question her mother's decision as she had been conditioned from childhood to believe males were more important.

Issues Identified

Sasha's symptoms appeared to be those of social anxiety disorder. They included:

1. An extreme fear of situations where she may have to meet new people or be scrutinized by others.
2. Social situations were either experienced with intense anxiety or avoided altogether.
3. When she did face these situations, she experienced physical symptoms such as sweating, shaking, tension, shaky voice, dry mouth and a pounding heart.  

The main symptom of this disorder involves feeling extreme anxiety in the presence of others. Sufferers often believe other people are very confident in public and that they are the only ones who aren't. Almost everyone experiences some social anxiety now and then; however social anxiety disorder severely limits the lifestyle of the sufferer, causing them to avoid making friends or miss important opportunities at work.

Formulation

In the first session, Sasha described her current physical symptoms and her feelings of hopelessness that she would never have the lifestyle she had dreamed of having in retirement. She was very tearful and her voice was quite high and shaky. She stuttered occasionally and her hands moved constantly, tearing the tissue she was holding to pieces.

She described trying to sew curtains and being overtaken by an uncontrollable fit of crying. She could not explain why this had made her so upset. She had also avoided inviting former work colleagues to her house for fear it would not be 'good enough'. Her main concern was her daughter's wedding, coming up in three months. She became more tearful talking about this, saying she did not know how the bride's mother was supposed to look or act.

C then took a history of Sasha's family background and noted that she had always been relegated to the background, leading to the core belief that she was unimportant. Sasha then described her work history which seemed to be in sharp contrast to her family experiences. C took some time to explore this with Sasha.

Sasha described being in the classroom as 'being in control'. She felt that she had a good rapport with students and was good at her job. She often took on more than she could handle at work but somehow managed to get through it and was praised by her colleagues when she did this. It appeared that the only time Sasha had ever felt important was in the workplace.

However while she got along with other staff, she had made no real friends and had never had any friends throughout her life. C asked her why this was. Sasha became tearful again and said that she just wanted to go and live somewhere she wouldn't have to see anyone except her husband and her children. She described her camping trips with her husband as being relaxed because she didn't have to talk to other people. She experienced particular anxiety when her husband's family visited as she felt pressure to be a perfect wife and housekeeper in their eyes.

Sasha mentioned that while she was working in the Education Department, she had been given a personality test to complete which had told her she was an extrovert. She was puzzled by this because she did not like people and clearly stated that it was not her goal in counselling to change this.

At this stage, C shared with Sasha her impression that Sasha appeared to have developed the belief that her authentic self was unacceptable and had created a false self to present to the world. This created intense anxiety because she was never quite sure who people wanted her to be from one situation to the next, requiring her to constantly scan her environment for clues as to how to feel and behave. Consequently it was easier to think about going away to a place where she would not have to see anyone, as she had done as a child at her grandparents' farm. Only when she was away from people was she able to relax and feel in control.

Also, because she had married an introverted man who indulged her need to avoid social situations, she had learned to suppress her extroverted nature still further. It was no surprise that retirement was causing her such distress, since the only time she had ever felt important and comfortable around people had been in the work environment.

Session Content

Empty chair

C decided to explore the unexpressed extroverted side of Sasha's personality first. She asked Sasha what she did that was fun. Sasha could only list one item, the morning walk she took with her husband in the hills. Even this caused her concern however, because she felt she should be walking faster and further than she was.

Using the Gestalt technique known as Empty Chair, C placed a chair opposite Sasha and asked her if she would speak to the extroverted side of herself. Sasha found it difficult to stay in the first person and avoided this by talking directly to C. C guided her attention back to the empty chair and suggested she ask this part of herself what it would do if it could take over for a day.

When Sasha had done this, C asked her to move to the empty chair and reply as her extroverted self. Once seated in the other chair, Sasha began to relax and freely spoke about wanting to go to Dreamworld and wanting to make a quilt. When she returned to her original seat, C asked Sasha how she felt about allowing this side of her to have some fun. Sasha appeared reluctant but agreed to ask her husband if he would go to Dreamworld with her.

In the following session, Sasha reported she had not only gone to Dreamworld, but that they had purchased season tickets. Throughout the course of the counselling sessions, Sasha and her husband began visiting the theme park for half a day every week. She also started several creative projects, including hand quilting and scrap booking. She found these activities extremely difficult at first, but utilising cognitive-behavioural strategies to challenge her core beliefs, she was able to continue to the point where she was able to enjoy herself for the first time in years.

Cognitive restructuring

Challenging and modifying a client's faulty thought processes is the basis of Cognitive Behavioural Therapy (CBT). After Sasha had outlined several situations that were causing her anxiety, C helped her identify her beliefs about these situations. Sasha was shown that it was her beliefs about these situations which led to her bad feelings, and was encouraged to find more realistic alternative beliefs. Some of these processes included:

Activating event (A) = sewing

Belief (B) = I can't do it well enough, I might as well give up

Consequence (C) = crying, giving up, bored and depressed

Dispute (D) = I'll do my best and focus on enjoying myself rather than focusing on the outcome

A = husband's family staying

B = they'll see the state of my house and be horrified

C = panic

D = I've got better things to do than clean the house and if they don't like it, it doesn't mean I'm a bad wife

A = attending daughter's wedding

B = I'll let her down and embarrass the whole family by saying or doing something wrong

C = panic

D = people will be focusing on the bride, not me, so I'll focus on her too

In this manner, Sasha was asked to practice disputing her thoughts for homework.

C then asked Sasha to use the Empty Chair technique to complete unfinished business with her mother, addressing her feelings about coming home to an empty house and then being told she was 'silly' for crying. Sasha had always believed her mother had treated her as insignificant because she had been such an inadequate child. Playing both roles, Sasha was able to see that her mother had her own agenda which made it difficult for her to have time for her daughter. After Sasha told her mother via the Empty Chair technique how she had felt in this situation, she realised the beliefs she had developed about herself were not necessarily accurate or helpful and could therefore be challenged.

Again reverting to CBT techniques, C asked Sasha to look for disconfirming evidence for the belief that she was inadequate. She was able to find many examples of this, chiefly in her work and as a mother to her own children. Sasha was asked to continue noticing examples like this on a daily basis. She was also asked to be aware of herself in the present moment as much as possible, rather than focusing on the past or the future. This allowed her to enjoy what she was doing, rather than focusing on previous failures and criticisms, or future 'what ifs'.

Session Summary

Sasha's counselling sessions focused on a number of issues:

- Integrating repressed parts of herself that were 'unacceptable' - Allowing her extroverted side to be expressed so she could take part in and enjoy pleasurable activities which lifted her depression - Completing unfinished business with her mother - Challenging her thoughts and behaviours - the belief that she was unimportant and the need to compensate by being perfect

Learning to be present in the here and now, allowing her to focus on the activity at hand and enjoy it, rather than worrying about the outcome Experimenting with relaxing her perfectionist standards, which showed her that nobody else even noticed.

Her daughter's wedding - Sasha discovered that by distracting her thoughts about being around so many other people in such an important role at her daughter's wedding, and instead focusing on the needs of her daughter and guests, her anxiety was no longer present.

Sasha's experiments reinforced the fact that her thoughts were producing her anxiety, not other people. She realised that when she wasn't focused on herself, her anxiety was no longer there. When she couldn't distract her thoughts, she learned to modify them to something more realistic. By challenging her irrational belief that if she wasn't perfect she was inadequate, she began to enjoy everyday activities and became much more relaxed. This was noticeable even in her voice, which lowered in tone, and in her generally more relaxed nonverbal behaviour.

As a result of implementing these strategies, Sasha found it a lot easier to be around other people. By learning to accept herself as she was, she no longer felt the need to guess what other people wanted from her, and began to feel comfortable presenting her authentic self to the world.

Leanne Chapman is a Psychologist who has worked in community clinics and hospital settings with both children and adults. She has also conducted group therapy for patients with anxiety, depression and eating disorders at New Farm Clinic. In addition to her work with AIPC, Leanne operates a successful private practice.

Looking for Case Studies? Find this and other publications HERE.

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Support for YOUR Learning?

Learn more with the AIPC Bookstore.

The Institute has a list of recommended textbooks which can add great value to your learning journey – and the good news is that you can get them in a very special way. The AIPC bookstore will give YOU:

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So each fortnight we’ll be bringing you a new recommended text – and this edition’s selected book is...

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To order this publication, simply contact your nearest Student Support Centre or AIPC Head Office (1800 657 667).

For any organisation to succeed it must have good employees to power it, but employees can’t do it all by themselves, they need help. Employees today come from all types of diverse backgrounds with different types of education and experience. When you bring these different types of backgrounds and experience together as a team it can have a profound impact on the success of your organization.

A team by definition is a collection of individuals trying to work together to achieve a common goal or objective. It is a grouping of individuals with their own talents, prejudices, ambitions, and fears. The output of any team comes from the interactions of its individual members.

The success of any team is dependent on making the different parts work together. Many companies run into trouble with their teams because they don’t understand that each individual person has his or her own strengths and weaknesses. For a team to be successful it has to be lead, motivated and nurtured. You can’t just assemble a team, turn it on like a machine and then walk away.

A successful team starts with good leadership to inspire the team to creative and innovative action. For this reason, the best team leaders are infectious self-starters. They are active, energetic, and excited about the task. Great team leaders are also doers and good listeners.

One of the first roles of a team leader is to help others understand the larger issues at stake. A team that appreciates the importance of its goals will be inspired to greater action. By bringing a broader perspective to the team, you will not only inspire it, you will also help it perform more efficiently. A broader perspective helps the team perceive different possible paths towards its goals.

It’s important to understand that a proper goal begins with the leader’s vision of a task that is desirable and doable. For example, if you want your organisation to increase market share by becoming more customer-oriented. You know that other companies have done it, and they became more competitive.

Your job is to sell that vision to the team. You have to inspire the team to believe in the goal, and to believe it can achieve it. For example, you could tell your team something like: “Based on your experience and knowledge, find out what we can change so that our company always puts the customer first. This is your task.”

Successful teams live and breathe the short term. They plan longer term, but act for the present. So always begin with the main goal that your entire team is striving for. Then break that goal down into short-term, doable steps.

For team goal setting to be the most effective a long-term goal should not be more than six months and a short-term goal should not be longer than one month. If any of your team goals are pushing past six-months you should break them down into a shorter period. When you work with shorter periods, your team is continuously knocking down fresh goals and objectives, staying motivated and on track. Short-term goals also allow for adjustments. Things change and circumstances or knowledge may require goals to be amended. Changing directions is much easier within a shorter time period.

To be an effective team leader you must understand that people are imperfect human beings with a collection of prejudices, ambitions, and personalities that affect their relationships with other people. On real teams, different personalities will clash and despite talented team members and worthwhile goals, internal conflicts destroy many teams.

One of your most important responsibilities and challenges as a team leader is to adapt your style to the different personalities of your team members. For example, if you are dealing with an analytical person, forget intuition and emotion. You have to present your case analytically, clearly, and logically to this type of a person.

Expressive people, on the other hand, need to get the feel of a project. They need to be emotionally involved. If you are dealing with an expressive person, be open and honest. It’s alright to move quickly because expressive people work better when they are in a hurry.

No one can be completely flexible. So don’t try to be a chameleon changing with every person’s personality. Just remember what type of person you are talking to.

Change is all around us and happens every day. People generally are resistant to change and don’t like it. Teams are no different. Since they are made of a collection of different individuals, teams generally don’t like change. To enable your team to accept and enhance the inevitable changes that will occur constantly and suddenly, you must plan for change. Don’t let change sneak up on your team. Let the team plan how change should occur, on what time schedule, with which members.

Sometimes changes occur that the team cannot control. For example, if the company is either bought by or merges with another company. In these cases, the key is communication. The team will be asking questions such as: What is going to happen? How will we be kept informed?

When it comes to change, good leadership is essential. You must provide a vision and create positive expectations. The team will support change if the positive results of the change are clearly explained, especially if you keep the team motivated with ongoing support.

Teamwork is vital for success of any organisation. Becoming part of a team is a natural part of most people. The majority of employees get their intrinsic rewards and values in an organisation from the teaming process. People are social animals that prefer to work together in teams rather than individually. You help your team succeed by being a strong and effective leader.

Copyright © 2006 by Joe Love and JLM & Associates, Inc. All rights reserved worldwide.

Joe Love draws on his 25 years of experience helping both individuals and companies build their businesses, increase profits, and achieve total success. He is the founder and CEO of JLM & Associates, a consulting and training organisation, specialising in personal and business development. Through his seminars and lectures, Joe Love addresses thousands of men and women each year, including the executives and staff of many businesses around the world, on the subjects of leadership, achievement, goals, strategic business planning, and marketing. Joe is the author of three books, Starting Your Own Business, Finding Your Purpose In Life, and The Guerrilla Marketing Workbook.

Reach Joe at: joe@jlmandassociates.com

Read more articles and newsletters at: http://www.jlmandassociates.com

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Looking for Case Studies? If you are a student, graduate, or just interested in Counselling - you can access a number of case studies from the AIPC website. These case studies have been written by qualified practicing professionals, and offer a comprehensive combination of case theory and practical elements of a counselling session.

You can access the case studies page from www.aipc.net.au/students/casestudies/.

You will also find case studies, along with several other publications, at the brand new AIPC Article Library. The Library can be accessed from www.aipc.net.au/articles.

“To put the world right in order, we must first put the nation in order; to put the nation in order, we must first put the family in order; to put the family in order, we must first cultivate our personal life; we must first set our hearts right.”

~ Confucius

Seminars

Many students of the Diploma of Professional Counselling like to attend seminars to complete the practical requirements of their course.  Seminars provide an ideal opportunity to network with other students and liaise with qualified counselling professionals in conjunction with completing compulsory coursework.  These are the following seminars available during September-November (2006).  To register for a seminar, please contact your Student Support Centre. To find out about further seminar dates, please click here.

BRISBANE

Communication Skills I/SEMINAR A - 14/10/2006

Communication Skills II/SEMINAR B - 16/09/2006, 11/11/2006

The Counselling Process - 23/09/2006, 25/11/2006

Counselling Therapies I/SEMINAR C - 04 & 05/11/2006

Counselling Therapies II/SEMINAR D - 28 & 29/10/2006

Case Management/ SEMINAR E - 28/10/2006

Counselling Applications/SEMINAR F - 19/11/2006

NORTHERN TERRITORY

Communication Skills I/SEMINAR A - 11/11/2006

The Counselling Process - 18/11/2006

Counselling Therapies I/SEMINAR C - 07 & 08/10/2006

Counselling Therapies II/SEMINAR D - 18 & 19/11/2006

Counselling Applications/SEMINAR F - 04/11/2006

SYDNEY

Communication Skills I/SEMINAR A - 13/09/2006, 07/10/2006, 28/10/2006, 15/11/2006

Communication Skills II/SEMINAR B - 29/09/2006, 25/10/2006, 25/11/2006

The Counselling Process - 30/09/2006, 30/11/2006

Counselling Therapies I/SEMINAR C - 22 & 23/09/2006

Counselling Therapies II/SEMINAR D - 17 & 18/11/2006

Case Management/ SEMINAR E - 15 & 16/09/2006

Counselling Applications/SEMINAR F - 03/10/2006

MELBOURNE

Communications Skills I/SEMINAR A - 16/09/2006, 14/10/2006, 11/11/2006

Communications Skills II/SEMINAR B - 17/09/2006, 15/10/2006, 12/11/2006

The Counselling Process - 13/08/2006, 30/09/2006, 26/11/2006

Counselling Therapies I/SEMINAR C - 02 & 03/09/2006, 07 & 08/10/2006

Counselling Therapies II/SEMINAR D - 09 & 10/09/2006, 28 & 29/10/2006

Case Management/ SEMINAR E - 21 & 22/10/2006

Counselling Applications/SEMINAR F - 23/09/2006, 14/10/2006, 04/11/2006

ADELAIDE

Communications Skills I/SEMINAR A - 21/10/2006

Communications Skills II/SEMINAR B - 22/10/2006

The Counselling Process - 02/09/2006

Counselling Therapies I/SEMINAR C - 11 & 12/11/2006

Counselling Therapies II/SEMINAR D - 09 & 10/09/2006, 25 & 26/11/2006

Counselling Applications/SEMINAR F - 18/11/2006

PERTH

Communication Skills I/SEMINAR A - 11/11/2006

Communication Skills II/SEMINAR B - 12/11/2006

The Counselling Process - 25/11/2006

Counselling Therapies I/SEMINAR C - 09 & 10/09/2006

Counselling Therapies II/SEMINAR D - 04 & 05/11/2006

TASMANIA

Communication Skills I/SEMINAR A - 19/11/2006

Communication Skills II/SEMINAR B - 24/09/2006

The Counselling Process - 05/11/2006

Case Management/ SEMINAR E - 25 & 26/11/2006

*Advertising of the seminar dates above does not guarantee availability of places in the seminar. Please check availability with the respective Student Support Centre.

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