AIPC Institute InBrief
facebook twitter gplus

In this Issue

bullet Hello!
bullet Intothediploma
bullet Intoeducation
bullet IntoMHSS
bullet Intocounselling
bullet Intobookstore
bullet Intoarticles
bullet Intodevelopment
bullet Intoconnection
bullet Intotwitter
bullet Intoquotes
bullet Intoseminars

Contact us


Editor: Sandra Poletto

AIPC appreciates your feedback. Please email with any comments, suggestions or editorial input for future editions of Institute Inbrief.

Support Centres

Brisbane 1800 353 643
Sydney 1800 677 697
Melbourne 1800 622 489
Adelaide 1800 246 324
Sunshine Coast 1800 359 565
Port Macquarie 1800 625 329

Singapore 800 1301 333
New Zealand 0011 64 9919 4500

Join us…

If you are not already on the mailing list for Institute Inbrief, please subscribe here.


Mental Health Academt

AIPC Degree



No part of this publication may be reproduced without permission. Opinions of contributors and advertisers are not necessarily those of the publisher. The publisher makes no representation or warranty that information contained in articles or advertisements is accurate, nor accepts liability or responsibility for any action arising out of information contained in this e-newsletter.

Copyright: 2012 Australian Institute of Professional Counsellors

Welcome to Edition 155 of Institute Inbrief. Anger is not a form of aggression, and most often does not lead to aggression. Rather it is a felt experience that typically follows unwanted interactions with close friends, colleagues, and family members.
In this edition’s featured article, we explore six anger management strategies that can be used with clients. It’s great food for angry thoughts!
Also in this edition:
  • Training opportunities
  • Upcoming MHSS Workshops
  • Previously Published Articles
  • Professional Development news
  • Blog and Twitter updates
  • Upcoming seminar dates
If you would like to access daily articles & resources, and interact with over 4400 peers, make sure you join our Facebook community today: It is a great way to stay in touch and share your interest and knowledge in counselling.
Enjoy your reading,
Join our community:
Help those around you suffering mental illness in silence:  
AIPC is Determined to Make Counselling an Attainable Career for You,
Just Like Over 55,000 Other Students in the Past 20 Years!
We have helped over 55,000 people from 27 countries pursue their dream of assisting others with a recognised Counselling qualification.
It's been a wonderful journey over the last 20 years (the Institute was first established in 1990). And it's been a pleasure to assist so many people realise their counselling aspirations in that time.
Why are so many people delighted with their studies? Our research over the years highlights three keys points...
  • Our courses and personnel have just ONE specific focus... Excellence in Counselling Education. We live and breathe counselling education! Nothing else gets in the way.
  • Exceptional value in your education investment. Our courses are always (always) much less than other providers that deliver counselling education. Our unique focus on counselling education, the large number of students undertaking our programs, and the creative way we deliver our courses provide us with cost savings that we pass on to you.
  • The flexibility to study where, when and how you want to. You can study Externally, In-Class, On-Line or any combination. And you can undertake your studies at a pace that suits you... 12 to 18 months or over 2, 3 even 4 years or more. You decide because you are in charge.
We understand that no two people have the same circumstances. You no doubt have issues affecting your life that are unique to you and affect the speed and manner you'd like to study. You may be working full or part-time, undertaking other studies, or may not have studied for a long time.
Let's face it, life is not predictable and in today's fast paced society it's important that your education is flexible enough to fit in with your other obligations. AIPC provides you with flexible course delivery modes so YOU set the rules for how and when you learn.
Want to find out more? Visit today!
Watch inspirational stories from some of our Graduates:
Hear what Employers have to say about AIPC Graduates:
Learn How You Can Gain Specialty Expertise and a Graduate Qualification with a Vocational Graduate Certificate or Vocational Graduate Diploma in Counselling...
...In Only 6 to 12 Months
More and more Counsellors are gaining advanced specialist skills with a Vocational Graduate qualification. Vocational Graduate qualifications provide a higher level, vocational alternative to traditional Post Graduate courses offered by Universities.
It's time and cost effective, meaning you can gain a formal graduate qualification in 6 to 12 months in your specialist area. Here's how a graduate qualification can advance your career:
  • Develop a deeper understanding of your area of interest and achieve more optimal outcomes with your clients.
  • A graduate qualification will assist you move up the corporate ladder from practitioner to manager/ supervisor.
  • Make the shift from being a generalist practitioner to a specialist.
  • Gain greater professional recognition from your peers.
  • Increase client referrals from allied health professionals.
  • Maximise job opportunities in your preferred specialty area.
  • Formalise years of specialist experience with a respected qualification.
Save Over $6,000 (67% Discount to Market)
A Vocational Graduate Diploma at a university costs between $10,000 and $38,000. BUT, you don’t have to pay these exorbitant amounts for an equally high quality qualification. You can do your qualification with the Institute and save a massive $6,000+ on the cost of doing a similar course at university.
To learn more, please visit Alternatively, call your nearest Institute branch on the FreeCall numbers shown below.
Sydney: 1800 677 697
Melbourne: 1800 622 489
Perth: 1800 246 381
Brisbane: 1800 353 643
Adelaide: 1800 246 324
Regional NSW: 1800 625 329
Regional QLD: 1800 359 565
Gold Coast: 1800 625 359
NT/Tasmania: 1800 353 643
Research has identified that healthy, educated social support networks are crucial to the mental health of communities. In fact, early intervention through social support is likely the best mechanism a community has to mitigate against the onset of mental illness, and support those in the early stages of escalating mental health problems.
Mental Health Social Support (MHSS) trains you to identify the signals of early onset mental illness, support skills and how and when to refer to a professional. MHSS is one of the most crucial life skills that everyone should have, as each and every one of us has a duty of care to our loved ones and colleagues.
Upcoming Workshops
In this 2-day workshop you will learn:
  • Fundamentals of mental health.
  • How to identify the signs and symptoms of mental health problems.
  • How to help people in the early stages of mental health problems.
  • Introduce you to common mental illnesses such as anxiety disorders, depression, substance abuse disorders, psychotic disorders (schizophrenia, bipolar disorder, etc) and more.
  • Improve your knowledge, understanding and language of mental health.
  • Know where and how to get help.
  • Understand what types of help are effective - and which aren't.
  • Reduce the stigma associated with mental illness.
  • Plus much more.
February 16th & 17th
March 17th & 18th
March 22nd & 23rd
April 19th & 20th
Location: 1/95 Bannister Rd Canning Vale, Western Australia
Trainer: Merrilyn Hughes
Trainer ID: FAC179-8
This event is approved for 8 OPD points by the Australian Counselling Association.
Cost: $595 (includes workbook and online assessment)
How to register: Call (08) 9256 3663 or Email
Six Anger Management Strategies for Clients
“Kassinove and Sukhodolsky (1995) defined anger as a felt emotional state. This private state varies in intensity and duration, as well as frequency, and is associated with cognitive distortions, verbal and motor behaviours, and patterns of physical arousal. Although anger may emerge spontaneously, another person is typically seen as the cause of anger. And it usually includes a perception of blameworthiness.
Anger is not a form of aggression, and most often does not lead to aggression! Rather it is a felt experience that typically follows unwanted, aversive interactions with close friends, colleagues, and family members. Although anger is common, and sometimes useful, it can become an independent problem with many negative consequences, requiring treatment in the context of individuals, couples, or family therapy in private practice or institutional settings.” (Kassinove & Tafrate, 2002, p.12)
Anger is not aggression, hostility or violence (although these may result from the experience of anger); rather anger is an internal event, a feeling, a physiological reaction. For this reason, some clients may find it challenging to articulate their experience. ‘Feeling angry’ can manifest in a variety of ways. Two clients may state that they feel angry, yet the variation between their experiences may be as broad as the intensity difference between mild irritation and frenzied rage.
In this article we explore six anger management strategies counsellors can utilise with clients.
Strategy One - The Anger Episode Record
To begin the management of anger, both counsellor and client require an understanding of the client’s expressive patterns. This can be achieved by encouraging clients to complete an Anger Episode Record. This is a record of each trigger, appraisal, experience, expressive pattern and outcome the client encounters during an established time period.
The target for my anger was...
The situation surrounding my anger was...
The thought I had about the trigger was... 
The intensity of my anger was (a scale of 1 to 10 can be used to define intensity)...
Outcome (positive):
A list of positive short-term outcomes...
A list of positive long-term outcomes...
Outcome (negative):
A list of negative short-term outcomes...
A list of negative long-term outcomes...
The sample template (above) is an example of how a client might record this information. Recording information in this way fosters self-reflection and promotes personal awareness. Additionally, this information can act as a foundation on which cognitive approaches can be launched.
The anger episode model illustrates the linear process from the experience of a trigger through to the final outcome. The cycle of anger presented below (see figure below), demonstrates how this linear process is embedded within a continuous cycle of learning.
Source: Williams, E. & Barlow, R. (1998). Anger Control Training. London: Winslow Press.
Our role as counsellors is to effectively thwart the momentum of this learning cycle by assisting clients to modify their response at one or more of the key points within the cycle.
Through the completion of the anger episode record (strategy 1), it is anticipated that clients will have an enhanced awareness of their personal triggers, appraisals and expressive patterns. Awareness, of course, will do little to alter behaviour if clients are not encouraged to engage in corresponding action.
It is therefore essential that any increase in awareness be coupled with appropriate strategies for initiating desired change.
Strategy Two - Challenging Thoughts / Appraisals
Once appraisals of triggers have been identified, it can be beneficial for both counsellor and client to consider the appraisal and evaluate its validity. This can be achieved through a number of questioning techniques below).
Examining the evidence:
What is the evidence to suggest that the appraisal is accurate?
What is the evidence that supports the appraisal?
What is the evidence against the appraisal?
Looking for alternatives:
Is there an alternative explanation?
Questioning the effect:
What is the effect of my believing this appraisal?
What could be the effect of changing my thinking?
Action planning
What should I do about it?
Double standards
What would I tell________ (a friend) if he or she were in the same situation?
Source: Adapted from Beck, J. (1993). Cognitive therapy: Basics and beyond. New York: Guilford Press.
Example Transcript:
Rachel (client): At work the other day I got so mad at Don. He kept interrupting me. It was infuriating!
Counsellor: Yes...
Rachel: It's because he doesn't respect what I have to say. He thinks I'm stupid.
In the above transcript, the client has identified both a trigger and an appraisal of her anger. The trigger is Don's interrupting behaviour which the client has appraised as an indicator that he thinks she is stupid.
As conversation continues, the counsellor decides to challenge the client's appraisal.
Counsellor: Tell me, Rachel, if Don interrupted Gail [Rachel's respected manager], what reason would you give me for why that occurred?
Rachel: Gee, if Don interrupted Gail I would say that he was trying to impress her by dominating the meeting and appearing to be full of ideas.
Counsellor: Right...
The counsellor has used the double standards technique in this example.
Strategy Three - Using Self-Calming Statements
“What we think affects the way we feel. Distorted thinking can increase the likelihood of negative emotions such as anger, while calming or challenging thoughts can reduce the impact of these feelings. Self-calming statements are thoughts that can be (1) prepared in advance to anticipate and cope with a situation or trigger; (2) used to cope with the situation or trigger when it arises; and (3) used to calm ourselves down after the situation or trigger has passed.”
Distorted thought – “He’s getting at me”
Self-calming statement – “Don’t take it personally”
Source: Williams, E. & Barlow, R. (1999). Anger control training: The anger control training guide (part 3). London: Winslow Press (p. 83).
Formulating self-calming statements: Self-calming statements can be formulated to assist clients in each stage of responding to a trigger (before provocation, during provocation and after provocation). When an anger-provoking event can be anticipated, clients can formulate self-calming statements that enhance coping skills.
For example, a statement such as - “Remember, this is a fair request. You're doing the right thing by standing up for yourself” – may effectively act as a calming force for an individual about to enter into a confrontational discussion or negotiation.
A statement such as – “I don't have to feel intimidated” – can act to calm a client during the discussion or negotiation. And statements such as – “I handled that well” – can reassure the client after the event has passed.
Strategy Four - Relaxation
The body tends to respond in an innate flight or fight response when faced with an anger-provoking situation. That means that reactions within your body call you to ask yourself whether you should leave the situation (flight) or use your newly produced adrenalin and cortisones to get through (fight).
The body often responds to anger by:
  • Increasing sweating to help cool the body
  • Slowing digestion to preserve energy for a fight/flight response
  • Increasing blood pressure to maximise oxygen production
  • Tensing shoulders and back muscles to ready the body for action
  • Dilating pupils to maximise focus on the threat
Because of the state of high tension the body endures during an anger experience, clients may benefit from the use of relaxation strategies. When you are in a relaxed state, your body responds in a number of ways:
  • Metabolism slows, as do physiological functions such as heart rate and blood pressure.
  • Muscle tension decreases.
  • Brain wave patterns shift from the faster waves that occur during a normal active day to the slower waves, which appear just before falling asleep or in times of deep relaxation.
Not all relaxation exercises suit everyone. It is important, therefore, to try a number of techniques to find one which suits your client. The following selection of exercises have been included because they take only a few minutes to perform and may be used almost anywhere. 
Technique One – Erasing Stress: Erasing stress is a visualising technique. It allows you to visualise the thought or situation which is constantly on your mind or inciting anger and helps erase it from your thoughts.
  • Sit or lie in a comfortable position. Breathe slowly and deeply.
  • Visualize a situation, a person, or even a belief (such as, “A situation at work which is confronting” or “A home renovation which is causing disruption in the household”) that causes you to feel angry.
  • As you do this you might see a specific person, an actual place, or simply shapes and colours. Where do you see this stressful picture? Is it below you, to the side, in front of you? How does it look? Is it big or little, dark or light, or does it have a specific colour?
  • Imagine that a large eraser, like the kind used to erase chalk marks, has just floated into your hand.
  • Actually feel and see the eraser in your hand. Take the eraser and begin to rub it over the area where the stressful picture is located. As the eraser rubs out the stressful picture it fades, shrinks, and finally disappears. When you can no longer see the stressful picture, simply continue to focus on your deep breathing for another minute, inhaling and exhaling slowly and deeply.
Technique Two – Discovering Muscle Tension: Discovering muscle tension is an excellent technique for understanding the effects that stress or anxiety has on your body. This technique provides an opportunity to discover the difference between a relaxed muscle state and a tense muscle state. Identifying this can assist in acknowledging the level of stress in your muscles.
  • Lie on your back in a comfortable position. Allow your arms to rest at your sides, palms down, on the surface next to you.
  • Raise just the right hand and arm and hold it elevated for 15 seconds.
  • Notice if your forearm feels tight and tense or if the muscles are soft and pliable.
  • Let your hand and arm drop down and relax. The arm muscles will relax too.
  • As you lie still, notice any other parts of your body that feel tense, muscles that feel tight and sore. You may notice a constant dull aching in certain muscles.
Technique Three – Progressive Muscle Relaxation: Discovering muscle tension exercise is an excellent exercise to try before the Progressive Muscle Relaxation exercise.
  • Lie on your back in a comfortable position. Allow your arms to rest at your sides, palms down, on the surface next to you.
  • Inhale and exhale slowly and deeply.
  • Clench your hands into fists and hold them tightly for 15 seconds. As you do this, relax the rest of your body. Visualize your fists contracting, becoming tighter and tighter.
  • Then let your hands relax. On relaxing, see a golden light flowing into the entire body, making all your muscles soft and pliable.
  • Now, tense and relax the following parts of your body in this order: face, shoulders, back, stomach, pelvis, legs, feet, and toes. Hold each part tensed for 15 seconds and then relax your body for 30 seconds before going on to the next part.
  • Finish the exercise by shaking your hands and imagining the remaining tension flowing out of your fingertips.
Technique Four – Focusing: This exercise can be used to block out negative or intrusive or inflammatory thoughts. Focusing on one item slows your thought processes and helps to increase your concentration. At first, the focusing technique can be challenging, because the mind automatically starts thinking about other areas of your life.
Select a small personal object that you like a great deal. It might be a jewelled pin or a simple flower from your garden. Focus all your attention on this object as you inhale and exhale slowly and deeply for one to two minutes.
While you are doing this exercise, try not to let any other thoughts or feelings enter your mind. If they do, just return your attention to the object. At the end of this exercise, you will probably feel more peaceful and calmer. Any tension or nervousness that you were feeling upon starting the exercise should be diminished.
Strategy Five - Assertiveness Training
Assertiveness training is commonly reserved for individuals who find it challenging to express their anger rather than those who over-express it. Nonetheless, an awareness of assertive communication can assist in modelling suitable reactions and responses for clients who are uncertain about their ability to communicate appropriately in high-pressure or anger provoking situations.
Assertive communication demands the use of direct, honest and appropriate expression of personal opinions, needs or desires. By communicating assertively, you are more likely to achieve your purpose. Using more forceful strategies such as verbal attack or harsh criticism ignites negative responses from others and can cause relationship tension.
TIP – When formulating assertive responses it may be helpful to remember the use of “I” messages. Starting a sentence with “you” can come across as a judgement or condemnation of the other person. By focusing more on yourself, it conveys less blame and more personal ownership of your feelings. This might be a helpful formula – “I feel _________, when _____________.”
For example: Instead of saying, “You never do anything around the house”, try “I feel frustrated when I have to do so much around the house.”
Points to remember:
  • Be conscious of your body language
  • Try to ensure that your non-verbal messages reflect confidence – stand tall, maintain eye contact and try to relax
  • Use a firm tone but maintain a pleasant demeanour
  • Don't assume the motives or thoughts of the other person, ask questions and try to understand their point of view
  • Remember to listen
  • Try to find a compromise.
Consider the following scenario: You have just settled on the couch to watch your favourite TV show. Fifteen minutes into the program your partner arrives home and says, “Quick change the channel. The football is on!” and proceeds to grab the remote.
What would be a verbally aversive response to this situation?
What would be an assertive response to this situation?
Strategy Six - Creating a Relapse Prevention Plan
“Relapse prevention began with the work of Marlatt and Parks (1982) and Marlatt and Gordon (1985) who noted that after success with the treatment of various behavioural problems – such as smoking, drinking, overeating, drug addiction, obsessive compulsive disorder and gambling – clients very often fell back into their old behaviours. In fact, between 50% and 90% of clients who are successful in the reduction of overeating, smoking and other problem eventually relapse.
Relapse is not the same as treatment failure, in which there is little or no progress at all. Rather, the terms “lapse” and “relapse” refer to slight or almost total increases in problem behaviours, after improvement has already been shown. In all likelihood, this occurs because we don't focus formally on consolidating and maintaining treatment gains. Thus, an important final step in any anger management program is preparing clients, in advance, for the likely scenario that anger will reappear.” (Kassinove & Tafrate, 2002, p. 245-246)
A relapse prevention plan can assist clients in managing setbacks as they occur throughout the process of change. Relapse prevention is a form of self-management. Without such a plan, a ‘lapse' may provoke a return to old behaviours.
According to Parks & Marlatt (2000) the cornerstone of relapse prevention is the acquisition of effective coping skills. Coping skills enable the client to better understand and manage lapses as they occur. Coping skills can be developed via the following processes.
It may be helpful for clients to establish an initial awareness and understanding of the likelihood of lapses occurring throughout their change process. By acknowledging that lapses are probable and common, clients are less likely to catastrophise the lapse or abandon treatment due to a perceived lack of progress.
Clients can benefit from sharpening their awareness of high-risk triggers. Particular people, situations or environments are likely to be more challenging for clients who are seeking to manage their anger. By raising awareness of these triggers, clients can commit to engaging in pre-confrontational strategies. This means that clients can mentally and physically prepare for triggers, through relaxation, soothing self-talk and other cognitive strategies.
Cognitive distortions that lead to all-or-nothing thinking can challenge the client who experiences a lapse. As such, it can be valuable to work with clients on being able to acknowledge shades of grey. That is, to be able to experience a lapse without abandoning the long-term plan.
Caring for one's self can play a vital role in the way in which a lapse is firstly perceived, and then managed. Clients who are well rested, healthy and have managed their time and priorities well are far better positioned to approach the management of a lapse with a confident mindset.
Tips for managing anger relapses (client resource):
Everyday demands
Everyday stressors, such as work, children and tight schedules can heighten anxiety and contribute to feeling overwhelmed. When we are stressed, we are less likely to respond in a measured and considered fashion to provoking situations, choosing instead to respond with impulsive expressions of our immediate feelings.
To avoid this result, it can help to be mindful of your schedule. Avoid taking on responsibilities or favours that you don't have time for. Use spare time to pursue leisure and relaxation activities. Prioritise your self-care and maintain a balanced lifestyle. Of course, the achievement of these aims can be difficult when the demands on our time are so great. Nonetheless, without paying careful attention to our lifestyle habits, we are vulnerable to the effects cumulative stress can have on our ability to manage expressions of anger.  
Thinking only of short-term gains
A confrontational or provoking situation can ignite reactions in individuals that have far-reaching and long-term effects on relationships. This often occurs during the heat-of-the-moment as tensions and anxieties blind us to the longer-term consequences. It can therefore be highly beneficial to plan, plan, plan for an anticipated encounter.
An awareness of likely triggers enables you to predict which situations are likely to be challenging or confrontational for you. Imagine, for example, that you have just received another credit card bill in the mail - you have overspent and know that your partner will not be pleased. Instead of waiting for your partner to react before formulating your response, you could spend a few moments considering how you could best respond to this likely future event. You may, therefore, decide it is best to take accountability, to apologise and offer a commitment to lessen spending in the future. This, of course, is preferable to a response made in haste that is defensive, attacking, or derogatory.
Did you enjoy this article? Then share the feeling and forward it to a friend! Quick reminder: Please send this eZine to all your family and friends so they too can enjoy the benefits. Thank you.
Join our community:
Help those around you suffering mental illness in silence:  
The Institute has a list of recommended textbooks and DVDs which can add great value to your learning journey - and the good news is that you can purchase them very easily. The AIPC bookstore will give YOU:
  • Discounted prices!
  • Easy ordering method!
  • Quality guarantee!
This fortnight's feature is...
Name: Counseling: Theory and Practice
Authors: George, Rickey & Cristiani, Therese
AIPC Price: $125.06 (RRP $138.95)
ISBN: 978-020-515-2520
The intent of this book is to present an overview of the foundations, theories and practices of counselling without emphasising a particular theoretical orientation and thereby gives the reader a well-balanced foundation for further study.
To order this book, simply contact your nearest Student Support Centreor the AIPC Head Office (1800 657 667).
Family Therapy with Addictions
Addiction affects the whole family. Because of this, it is understandable why some would suggest that treatment should involve the whole family. It is often the case that addicted individuals seek treatment in response to a form of external pressure exerted by family members. Many therapists adopting family therapy to treat substance abuse today have broadened what constitutes family to include other members of the substance user’s social networks including employers, friends and concerned others in the intervention (Fals-Stewart, O’ Farrell & Birchler; 2006).
The level of involvement with the family in treatment is regulated by the therapist ranging from family members offering support, to them being full partners in the treatment process with the user and the therapist. Treatment can be provided separately or jointly with family members. However, it is structured a major emphasis of treatment is to educate family members about co-dependence. Co-dependency is an unconscious addiction to another person’s abnormal behaviour (Wekesser, 1994). Specifically, co-dependent members of the family often forget about their own needs and desires as they devote their lives to control and cure the substance abuser (Parsons, 2003).
Click here to continue reading this article...
A Case of Low Self Esteem
Kate is 21 years of age and has a very poor self image; in fact she hates the way she looks. As a result, Kate has such low self esteem that it prevents her from looking for work. Kate’s mother is concerned about her daughter’s feelings and subsequent unemployment and therefore has encouraged her to attend counselling.
A précis of the sessions is as follows. For ease of writing the Professional Counsellor is abbreviated to “C”.
In the first session C focused on building rapport with Kate and encouraged her to talk about her feelings. As Kate is an extremely shy and softly spoken person, C asked open questions and then validated her as she responded. From this session C was able to elicit useful background information and begin to build some rapport with Kate.
Click here to continue reading this article...
Other articles:
Convenient Professional Development
Hundreds of counsellors, psychologists, social workers, mental health nurses and allied health professionals already access over 100 Hours of Professional Development online, for less than $1 a day. Now it's your turn.
Mental Health Academy (MHA) is the leading provider of professional development education for the mental health industry. MHA provides the largest variety of courses and videos workshops, all conveniently delivered via the internet.
With MHA, you no longer have to worry about high costs, proximity and availability, or fitting a workshop around your lifestyle!
You can access the huge range of PD, including courses and video workshops, whenever and from wherever you want.
Whether you are looking for courses on anxiety and depression, or a video workshop discussing the intricacies of relationship counselling - Mental Health Academy is your gateway to over 100 hours of professional development content.
Take a quick look at what Mental Health Academy offers:
  • Over 70 professionally developed courses.
  • On-demand, webstreamed video workshops.
  • Over 100 hours of professional development.
  • Extremely relevant topics.
  • New courses released every month.
  • Video supported training.
  • Online, 24/7 access to resources.
  • Endorsement by multiple Associations, including AASW, ACA and APS.
Begin your journey today. Click on the link below to register for a monthly or annual unlimited membership. As an unlimited member, you can access all MHA courses for less than $1 per day, and receive discounts when purchasing any video workshops:
Have you visited the new Counselling Connection Blog yet? There are over 500 interesting posts including case studies, profiles, success stories, videos and much more. Make sure you too get connected (and thank you for those who have already submitted comments and suggestions).
Help for the Helper
Rothschild, B. (2006). Help for the helper. The psychophysiology of compassion fatigue and vicarious trauma. New York. W. W. Norton & Company.
Burnout, compassion fatigue and vicarious trauma are risks that, as therapist we are aware of however whilst many of us have a toolbox full of techniques to assist our clients, we often fall short in caring for ourselves. One of the most important tools in our arsenal is ourselves – the therapist as a person – and if we don’t take care of ourselves then the therapeutic alliance will not work. This is where a book such as Help the Helper by Babette Rothschild becomes such an invaluable resource.
Click here to read the full post...
Get new Counselling Connection posts delivered by email! Simply visit our FeedBurner subscription page and click the link on the subscription box:
Follow us on Twitter and get the latest and greatest in counselling news. To follow, visit and click "Follow".
Featured Tweets
AIPC Article Library » The Important Role of Mental Health Social Support:
Tips, information and resources to cheer up when you're "feeling the blues":
Attachment theory has emerged as a leading tool for understanding the deeper roots of dynamics in a close relationship:
Dulwich Centre - a gateway to narrative therapy & community work:
AIPC Article Library » Counsellors Working with Parents:
10 Barriers to Ethical Decision Making | Counselling Connection:
Counselling Connect - CCPA's official Blog:   
Note that you need a Twitter profile to follow a list. If you do not have one yet, visit to create a free profile today!
Tweet Count: 3200
Follower Count: 4200
"For every minute you are angry you lose sixty seconds of happiness."
~ Ralph Waldo Emerson
Many students of the Diploma of Counselling 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.
Below are the seminars dates for the first semester of 2012. To register for a seminar, please contact your Student Support Centre.
To access the full list of 2012 seminars, visit:
DPCD Timetable
Communication Skills I - 03/03, 26/05
Communication Skills II - 21/04, 23/06
The Counselling Process - 28/04
Counselling Therapies I - 24-25/03, 16-17/06
Counselling Therapies II - 14-15/04
Case Management - 14-15/06
Advanced Counselling Techniques - 09/06
Counselling Applications - 10/03
CDA Timetable
Communication Skills I - 03/03, 26/05
Communication Skills II - 21/04, 23/06
The Counselling Process - 28/04
Counselling Therapies I - 24-25/03, 16-17/06
Counselling Therapies II - 14-15/04
Legal & Ethical Frameworks - 12/05
Family Therapy - 02/06
Case Management - 14-15/06
DPCD Timetable
Communication Skills I - 19/05
Communication Skills II - 17/03, 16/06
The Counselling Process - 21/04
Counselling Therapies I - 23-24/03
Counselling Therapies II - 25-26/05
Case Management - 30-31/03
CDA Timetable
The Counselling Process - 21/04
Communication Skills I - 19/05
Communication Skills II - 17/03, 16/06
Counselling Therapies I - 23-24/03
Counselling Therapies II - 25-26/05
Legal & Ethical Frameworks - 20/4
Family Therapy - 15/06
Case Management - 30-31/03
DPCD Timetable
Communication Skills I - 03/03, 14/04, 06/05, 03/06
Communication Skills II - 04/03, 15/04, 12/05, 09/06
The Counselling Process - 02/03, 01/04, 05/05, 02/06
Counselling Therapies I - 17-18/03, 21-22/04, 19-20/05, 16-17/06
Counselling Therapies II - 24-25/03, 28-29/04, 26-27/05, 23-24/06
Case Management - 31/03-01/04, 30/06-01/07
Advanced Counselling Techniques - 13/05
Counselling Applications - 14/04
CDA Timetable
The Counselling Process - 02/03, 01/04, 05/05, 02/06
Communication Skills I - 07/05, 05/02, 03/03, 14/04, 06/05, 03/06
Communication Skills II - 04/03, 15/04, 12/05, 09/06
Counselling Therapies I - 17-18/03, 21-22/04, 19-20/05, 16-17/06
Counselling Therapies II - 24-25/03, 28-29/04, 26-27/05, 23-24/06
Legal & Ethical Frameworks - 13/05
Family Therapy - 10/06
Case Management - 31/03-01/04, 30/06-01/07
DPCD Timetable
Communication Skills I - 14/04
Counselling Therapies I - 17-18/03
Counselling Therapies II - 28/04, 05/05
Advanced Counselling Techniques - 10/03, 09/06
Counselling Applications - 12/05
CDA Timetable
Communication Skills I - 14/04
Communication Skills II - 23/07
Counselling Therapies I - 17-18/03
Counselling Therapies II - 28/04, 05/05
Legal & Ethical Frameworks - 16/06
Family Therapy - 21/04, 15/09
DPCD Timetable
Communication Skills I - 24/03, 19/05
Communication Skills II - 25/03, 20/05
The Counselling Process - 01/04, 02/06
Counselling Therapies I - 28-29/04
Counselling Therapies II - 23-24/06
Case Management - 03-04/03
Advanced Counselling Techniques - 05/05
Counselling Applications - 16/06
CDA Timetable
The Counselling Process - 01/04, 02/06
Communication Skills I - 24/03, 19/05
Communication Skills II - 25/03, 20/05
Counselling Therapies I - 28-29/04
Counselling Therapies II - 23-24/06
Legal & Ethical Frameworks - 06/05
Family Therapy - 17/06
Case Management - 03-04/03
DPCD Timetable
Communication Skills I - 19/05
Communication Skills II - 20/05
The Counselling Process - 31/03, 30/06
Counselling Therapies I - 17-18/03
Counselling Therapies II - 26-27/05
Case Management - 23-24/06
Advanced Counselling Techniques - 28/04
Counselling Applications - 14/07
CDA Timetable
The Counselling Process - 31/03, 30/06
Communication Skills I - 19/05
Communication Skills II - 20/05
Counselling Therapies I - 17-18/03
Counselling Therapies II - 26-27/05
Legal & Ethical Frameworks - 14/04
Family Therapy - 02/06
Case Management - 23-24/06
DPCD Timetable
Communication Skills I - 27/03, 28/04, 05/06
Communication Skills II - 28/03, 05/05, 18/06
The Counselling Process - 18/02, 05/03, 26/03, 21/04, 12/05, 04/06, 21/06
Counselling Therapies I - 02-03/03, 23-24/04, 15-16/06
Counselling Therapies II - 29-30/03, 17-18/05, 29-30/06
Case Management - 02-03/04, 22-23/06
Advanced Counselling Techniques - 07/05
Counselling Applications - 08/05
CDA Timetable
The Counselling Process - 05/03, 26/03, 21/04, 12/05, 04/06, 21/06
Communication Skills I - 27/03, 28/04, 05/06
Communication Skills II - 28/03, 05/05, 18/06
Counselling Therapies I - 02-03/03, 23-24/04, 15-16/06
Counselling Therapies II - 29-30/03, 17-18/05, 29-30/06
Legal & Ethical Frameworks - 24/03, 26/05
Family Therapy - 31/03, 01/06
Case Management - 02-03/04, 22-23/06
DPCD Timetable
Communication Skills I - 25/03, 24/06
Communication Skills II - 06/05
The Counselling Process - 20/05
Counselling Therapies I - 17-18/03
Counselling Therapies II - 29-30/04
Case Management - 14-15/04
Advanced Counselling Techniques - 17/06
Counselling Applications - 01/04
CDA Timetable
Communication Skills I - 25/03, 24/06
Communication Skills II - 06/05
The Counselling Process - 20/05
Counselling Therapies I - 17-18/03
Counselling Therapies II - 29-30/04
Legal & Ethical Frameworks - 27/05
Family Therapy - 11/03
Case Management - 14-15/04
DPCD Timetable
Communication Skills I - 10/03, 28/04, 26/05, 07/06
Communication Skills II - 11/03, 29/04, 27/05
The Counselling Process - 17/03, 14/04, 12/05
Counselling Therapies I - 21-22/04, 09-10/06
Counselling Therapies II - 05-06/05
Case Management - 19-20/05
Advanced Counselling Techniques - 16/06
Counselling Applications - 18/03
CDA Timetable
The Counselling Process - 17/03, 14/04, 12/05
Communication Skills I - 10/03, 28/04, 26/05, 07/06
Communication Skills II - 11/03, 29/04, 27/05
Counselling Therapies I - 21-22/04, 09-10/06
Counselling Therapies II - 05-06/05
Legal & Ethical Frameworks - 03/03, 02/06
Family Therapy - 04/03
Case Management - 19-20/05
Important Note: Advertising of the dates above does not guarantee availability of places in the seminar. Please check availability with the respective Student Support Centre.
   Training Courses

Help those around you suffering mental illness in silence:


Counselling & Psychology Courses

Educational Resources

Community Projects

Contact Us | Copyright Notice | e-Communications Policy