AIPC Institute InBrief
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In this Issue

in here
bullet Hello!
bullet Intothediploma
bullet Intostudies
bullet Intocounselling
bullet Intobookstore
bullet Intoarticles
bullet Intodevelopment
bullet Intoconnection
bullet Intotwitter
bullet Intoquotes
bullet Intoseminars
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Editor: Sandra Poletto
Email: ezine@aipc.net.au
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Copyright: 2012 Australian Institute of Professional Counsellors

Hello!
Welcome to Edition 122 of Institute Inbrief. This edition's featured article explores a couple counselling scenario where the counsellor applies Solution Focused Therapy to communication skills training.
 
Also in this edition:
 
-      Theories and Models of Supervision
-      Professional Development news
-      Blog and Twitter updates
-      Upcoming seminar dates
 
Enjoy your reading!
 
Editor.
 
 
Join our community:
 
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Intothediploma
The Diploma of Counselling is supported by a number of optional Advanced Study Majors. Advanced Study Majors allow you to study and gain advanced knowledge and skill in the specialised counselling area of your choice.
 
The Advanced Study Major Program involves the completion of one or more optional Advanced Study Majors in addition to the Diploma of Counselling. The Majors provide you with the opportunity to specialise in any of the following highly relevant fields of counselling:
 
-      Abuse Counselling
-      Career Counselling
-      Family Therapy
 
The Majors are specifically designed to provide you with a higher level of practical and theoretical knowledge in a specialised field of counselling. You are able to enrol into an Advanced Study Major at the time of your enrolment into the Diploma of Counselling, or at any subsequent time.
 
The advantage of early enrolment in an Advanced Study Major is that studies can be completed concurrently with your Diploma. There is also no limit on the number of Advanced Study Majors you can undertake.
 
The Advanced Study Majors can be completed either externally or face-to-face. Studying your ASM via the traditional external option follows a similar process as completing your studies for the Diploma. Students are sent a workbook and readings for the ASM and submit their assessment for marking.
 
Alternatively, students are also able to complete their ASM by attending a workshop. Many students enjoy the interactive, practical workshops because they are a refreshing change from the traditional external study method and provide the opportunity to meet other students. Students also have the flexibility to change into this mode of study even after selecting the external option.
 
For further information about the Diploma and the ASM Program, please contact your closest Student Support Centre or visit www.aipc.net.au/lz.
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Intostudies
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 www.aipc.net.au/vgd. Alternatively, call your nearest Institute branch on the FreeCall numbers shown below:
 
Sydney: 1800 677 697
Melbourne: 1800 622 489
Perth: 1800 353 643
Brisbane: 1800 246 324
Adelaide: 1800 246 381
Regional NSW: 1800 625 329
Regional QLD: 1800 359 565
Gold Coast: 1800 625 359
NT/Tasmania: 1800 353 643
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Intocounselling
Applying Solution Focused Therapy to Communication Skills Training
 
Communication is the primary activity from which to build a healthy, enjoyable, and fulfilling intimate relationship. Most problems in relationships either develop from or are maintained through either a lack of communication or poor communication.
 
Because of this, relational issues can really only be resolved effectively through the use of appropriate communication skills. Interestingly, while couples who have open lines of communication usually find support in each other during the more challenging times of their relationship, most couples tend to communicate less when they are having problems in their relationship (Long & Young, 2007).
 
It is therefore important to encourage a more productive relationship in the couple through helping them communicate openly and directly with each other about their thoughts, feelings, conflicting issues, problems and concerns (Brown & Brown, 2002).
 
Exercising healthy communication also increases negotiation skills and ultimately helps to enhance the overall quality of interaction between the couple.
 
Ultimately, teaching communication skills to couples is an important way for therapists to commence treatment because it is through the teaching of communication skills that couples become equipped with important relational skills to help them reach the larger goal of achieving a fulfilling, intimate and healthy functioning romantic relationship (Sheras & Sheras, 2008).
 
Case Study
 
Tom was attracted to Sarah because she was outgoing and fun. Since he was somewhat shy, he admired this friendly quality in her. Sarah on the other hand was attracted to Tom because he was the "strong silent type". She also liked his gentleness, making him different from most men that she has dated.
 
After two years of dating, they got married. They both thought that they had found a mate that completed them and would bring out new qualities in them. After a year of marriage, Sarah found herself edgy with Tom. Even though he wanted to, he did not present as being too friendly.
 
He always acted aloof and distant to others including his wife and seemed to get "stuck". Tom didn't offer all the information that Sarah wanted. He didn't think to tell her about little things that occur at work or funny things that happened during his day. In an attempt to open him up, she would ask questions but Tom was not comfortable with what he perceived to be an intrusion of his privacy.
 
He began to wish that Sarah was more like him and also began to feel that Sarah thought he was inadequate. Sarah began to feel more aggressive toward her husband's quietness. She would say things like, "You never tell me anything. You don't want me in your world. What do you think it's like to live with a stranger?" This would often trigger fights and arguments and lately the fights have been escalating and ending up in screaming matches.
 
A pattern of "getting along" for a period of time was regularly followed by an eruption of conflict, sometimes lasting for days at a time. Sarah begun to nag, resulting in John becoming totally withdrawn. Both partners agreed that their interactional pattern was becoming destructive to their marriage and neither were enjoying or appreciating the consequences of their partner’s or their own interactions with each other.
 
Socialising/Joining
 
Apart from collecting general background information about the couple in the example above, the first part of the session should be dedicated to joining or socialising. Joining refers to the process of where the therapist matches the client's language, offers positive feedback and demonstrates a willingness to adapt their interviewing style to suit the client. The process of joining aims to form a warm, positive, accepting relationship within the therapeutic process between each person, including couple and therapist, between each other.
 
It also involves the couple teaching the therapist about their view of the world. The counsellor can achieve 'joining' by spending a little time exploring the problems that have brought the couple to therapy. 
 
The therapist can ask about jobs, hobbies, interests, special talents etc. This is also a time to focus on what the couple believes is working in their relationship as it currently stands.
 
Counsellor to Tom: Working as an accountant must be challenging. It's the end of the financial year. You must be very busy.
 
Tom: Yeah, very busy. I like what I do but I never look forward to end of financial year stress
 
Counsellor: I can imagine. (Turning to Sarah) Sarah, how are your dance classes progressing? You must be enjoying them now that you’ve been doing it for a while"
 
Sarah: Fantastic. I love it. They are so much fun. It feels good not to be the only one running around like a headless chook.
 
[They all laugh]
 
Tom: She seems to be enjoying them. I often catch her practicing with the broom in the kitchen.
 
Sarah: I am a lot more confident. It's my escape. Tom has also been very supportive.
 
Tom: I enjoy watching you dance. I can't do it. But you look so good when you do those twirls.
 
Counsellor to Tom: So you have seen her dance?
 
Tom: I've been to a few of her rehearsals.
 
Sarah: I enjoy having him around. He's my biggest fan
 
Counsellor: It seems you guys are supportive of each other?
 
Sarah: Yeah you could say that.
 
In this example above, the therapist is making small talk that relates to the interest of each partner outside the issues that have brought them to therapy. This creates a non-confronting environment for clients, strengthens the relationship between the clients and the therapist and encourages cooperation and openness to therapy.
 
Constructing Goals
 
It is not uncommon for clients to commence therapy with a lot more knowledge about their problems as a couple than their goals or what they want to achieve in the relationship and how they may like their lives and relationship to be different (Lawson & Prevatt, 1999). 
 
The process of constructing goals helps to get the couple thinking about what they want to achieve from therapy. Goals are best described in concrete, specific, first step, behavioural and self referenced terms; because these kinds of descriptions help both the client and the therapist identify the progress as it occurs.
 
Counsellor: In what ways would things begin to change in your life so that you would know that coming here every week to talk to me has been helpful?
 
Tom: For me, I think it would be when I notice my wife has stopped nagging me.
 
Sarah: I think for me it would be when Tom starts talking to me more and includes me in his life more. Because right now I feel like a total stranger.
 
Counsellor: If you were to set more specific goals about your marriage and what you want to achieve, what would it be?
 
Sarah: For me it's about being able to communicate?
 
Counsellor: Being able to communicate?
 
Sarah: Yeah. I want to be able to talk to Tom about everything. I want to be able to express my fears and concerns more freely and for him to do the same. I want him to be able to involve me more in his life. You know, talk to me more. Even small talk about how he spent his day at work... it's better than nothing I guess. Right now our communication is more like an interrogation. I ask questions, he answers. If I don't initiate conversation then we can sit at the dinner table with dead silence. It's awful.
 
Counsellor: What about you Tom? What would you want to see different about your relationship with Sarah?
 
Tom: I just want the screaming and the yelling to stop. I feel like she's always waiting for me to come home so she can start abusing me and calling me names. If she can cool down a little bit more, maybe I can open up a little to her.
 
Counsellor: So are you saying that you want the conflict in your relationship to stop?
 
Tom: Yes.
 
Counsellor: Sarah would you agree? Is that something that you would like to achieve too?
 
Sarah: Yes, very much.
 
Counsellor: Just to make sure that I understood both of you correctly, what you want to achieve from this experience is to have better communication, fight less, open up more to each other and show respect for one another? Is that correct?
 
Sarah: Spot on
 
Tom: Yeah... that sounds about right.
 
Counsellor: Anything else to add?
 
Sarah: No, that's great... hits the nail on the head.
 
Tom: No, I'm happy with that. If we can see those things happening, that'd be a big step forward. I'd be chuffed.
 
Scaling Questions
 
Scaling questions invite clients to perceive their problem on a continuum. Scaling questions ask clients to consider their position on a scale (usually from 1 to 10, with 1 being the least desirable and 10 being the most desirable). Scaling questions can be a helpful way to track progress toward goals and monitor incremental change.
 
Counsellor: So... on a scale of 1 to 10; where 10 indicates that you have the relationship you want and 1 indicates that your relationship is the worst that you have ever seen or experienced... where would you put it?
 
Tom: 4.
 
Sarah: Probably a 5. I will say 5.
 
Counsellor: Tom you said that you are a 4... right? What things do you see needing to happen to get your relationship to a 5 or even a 6?
 
Tom: If I could come home after work and Sarah didn't nag and scream at me. I guess I would also like to be able to talk to her and tell her about my day and stuff without feeling like I would get slammed for saying the wrong thing.
 
Counsellor: Right. And you Sarah, you said that your marriage currently stands at a 5 right?
 
Sarah: Yes (nodding).
 
Counsellor: So what things would need to occur to bring your relationship with Tom up to a 6 or a 7?
 
Sarah: If I didn’t have to fight Tom to get him to talk to me. If we could engage in normal conversations like everybody else does. That'd be good.
 
Counsellor: How will you do that?
 
Sarah: Well I guess he would need to start including me in his world.
 
Counsellor: How will he do that?
 
Sarah: He would need to initiate a conversation. He would need to open up to me more and confide in me. He would need to come home and say things like, "honey I had an awful day... or I had a good day"... or whatever day it was... and how he was feeling about it...
 
Miracle Question
 
The miracle question is a technique that counsellors can use in assisting clients to think 'outside the square' in regard to new possibilities and outcomes for their future. The miracle question is a question that is asked frequently by therapists who adopt a solution focused approach.
 
The question has been refined as practitioner's experiment with different ways of asking it. The question is best asked deliberately and dramatically. The miracle question requests clients to make a leap of faith and imagine how their life would be changed when the problem is solved (De Jong & Kim Berg, 2002). 
 
Counsellor: Now, I want to ask you a strange question. Suppose that while you are sleeping tonight and the entire house was quiet, a miracle happens. The miracle is that the problem which brought you here is solved. However, because you're sleeping, you don't know that the miracle has happened. So, when you wake up tomorrow morning, what will be different that will tell you that a miracle has happened and the problem which brought you here is solved.
 
Tom: Wow that is a strange question.
 
Sarah: Laughs.
 
Counsellor: I know. A lot of people find it unusual. It's not something we think about regularly.
 
Sarah: Our communication would have improved.
 
Counsellor: How would you communicate differently?
 
Sarah: I would sit down and talk to him. Now... if something goes wrong... I vent at him.   I can't talk to him when I'm mad. I either don't talk to him or I'm venting...That would be different.
 
Counsellor: Are there any times when you can talk to Tom without venting?
 
Sarah: Yes, when we do financial planning.
 
Counsellor: How do you do that without getting upset?
 
Tom: I guess she trusts me more with the finances because I am an accountant.
 
Counsellor to Sarah: Is that true? Do you trust his ability to deal with finances?
 
Sarah: Yes. He has always managed our finances and we are now more financially secure because of his planning. So I tend to agree with his decisions.
 
Counsellor: How can we get more of this to happen?
 
Sarah: Tom is more forthcoming with matters relating to finances and keeps me updated. It's one of the few times that my husband seems like he is actually enjoying talking to me. So maybe if he can extend that to other issues... I just want him to come home and tell me what his day was like for instance.
 
Tom: What I would see different is being able to come home and have a few minutes to myself. I guess I would also be able to talk to Sarah about things that relate to everyday life. If I have problems I would be able to talk to her more freely...
 
Counsellor: What stops you from doing that?
 
Tom: I'm scared to, because I don't know if I will say the wrong thing and make her angry.
 
End of session feedback
 
At the end of each solution-building conversation messages are constructed by the therapist toward each partner that includes compliments and usually some suggestions. The compliments emphasise what clients are already doing that is useful in solving their problems.
 
The feedback is based on the information that clients have revealed in the conversation about well-formed goals and exceptions. It always focuses on what the clients, given their frame of reference, need to do more of and do differently in order to enhance their chances of success in meeting their goals (De Jong & Kim-Berg, 2002).
 
Counsellor: We have come to the end of the session. I must compliment you both on your willingness to talk about key issues. You have both demonstrated that you recognize what needs to be changed about your relationship and you are also both aware of what you want to achieve.
 
You also both seem quiet motivated to achieve those goals too. Some suggestions that I can make is that there may be need for individual changes that we might need to work on more, that can contribute to achieving the desired outcomes.
 
Sarah: Thank you. You're right; there is a lot of work that needs to be done.
 
Tom: My wife means a lot to me and I want to make her happy so I'm willing to put in the work to make my marriage work.
 
References
 
1.    De Jong, P., & Kim Berg, I. (2002). Interviewing for solutions. (2nd ed.). Pacific Grove, CA: Wadsworth.
 
2.    Long, L.L., & Young, M.E. (2007). Couselling and Therapy for Couples. (2nd ed.). Belmont, CA: Thompson.
 
3.    Sheras, P.L., & Koch-Sheras, (2008). Commitment first, Communication Later: Dealing with barriers to effective couples therapy. Journal of Contemporary Psychotherapy, 38, 109-117.
 
 
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:
 
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Intobookstore
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: Private Practice Psychology
Author: Richard Kasperczyk, Dr Ronald Francis
AIPC Code: KESPER
AIPC Price: $44.10
ISBN: 1-740-097-262
 
A no-nonsense guide to the small business fundamentals of establishing and running a private practice in psychology. Written for students who contemplate working in private practice to the experienced practitioner, this book will take you through the whole journey of private practice.
 
To order this book, simply contact your nearest Student Support Centre or the AIPC Head Office (1800 657 667).
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Intoarticles
Theories and Models of Supervision
 
Extensive education and training over a number of years is considered part of the "rights of passage" to becoming a mental health professional. However, the preparation of the formal study for a mental health practitioner is generally two fold:
 
1.    Formal theories and observations that have previously been confirmed and replicated by research.
 
2.    Training in the accompanying skills that have been developed by experienced practitioners over time.
 
Clinical supervision provides the safe environment in which counsellors can learn to blend these two strands of knowledge and begin to incorporate them into their own working counselling style.
 
As Bernard and Goodyear (1998) explain it, "Supervision is teaching that which occurs in the context of practice and provides a bridge between the campus and the clinic".
 
As mental health practitioners, we're well aware of the importance of supervision. In this article, we'll briefly explore common supervision models and theories.
 
Click here to continue reading this article...
 
Other articles: www.aipc.net.au/articles
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Intodevelopment
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 60 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:
 
 
 
 
Kick Start Your Counselling Career (1-Day Workshop)
 
A one day workshop packed with interesting and valuable information specially designed for those nearing course completion or who have already graduated and are ready to start looking for an opportunity to use their counselling skills and kick start their new career.
 
The workshop covers the inside knowledge that can give the critical edge in an increasingly competitive job market; importantly it focuses on the tools and knowledge you will need to get a job. We will explore how to utilise what gems you are gifted with to improve your prospects. 
 
Graduating with the Diploma marks the beginning of a journey that should lead each new counsellor to a job they really enjoy; this workshop is a great way to begin that adventure. 
 
This workshop is designed for students:
 
-      Nearing graduation.
-      Already graduated and looking for a job in counselling.
-      With clear ideas about how they want to use their counselling skills.
-      With some ideas about how they want to use their counselling skills but not sure how to get there.
-      With no concrete ideas beyond a desire to work in counselling, a related industry sector or simply to use their new skills in the workplace.
 
Each participant will be given examples of covering letters, a template for designing and updating their résumé and examples relevant to different jobs and organisations. 
 
Who should attend this workshop?
 
Students who are asking themselves questions such as:
 
-      Do I know which area of counselling I will be considering for a job?
-      Do I know anything about the organisations that offer these positions?
-      What if I don't have a clear idea of either the area of counselling or organisations I want to work for?
-      What are the realistic options once I have my diploma?
-      How do I decide which is best suited to me?
-      Do I know where to begin looking?
-      Am I prepared? Do I have all the resources, knowledge and tools that will help me find and get the job I really want? 
 
Experienced facilitators Kaye and Frances will guide you through important processes. They will work with you to decide which job and in what area you could kick-start your new career in counselling. They will take you through the whole process of making the application, attending an interview and getting the job offer.  Both have extensive and varied industry experience, in all sectors, at all levels and across many industries. They are there to assist and have relevant skills to provide valuable information.
 
About your facilitators:
 
Kaye Laemmle B Soc Sci., Counselling, Interpersonal, Communication & Relationships; Dip Prof Couns., Conflict Resolution, Grief & Loss, Relationship Counselling; Adv Dip P. Th.; Dip T. An.; Family Systems, Supervision, CMACA; FPCQ; Cert IV Workplace Trainer & Assessor.
 
Frances Lamb M Mgt., Dip Couns., Career, Workplace and Relationship Counselling and Conflict Resolution; Effective Negotiation Skills; Negotiation Skills for Women; Business Mentoring; Professional Member CDAA.
 
The workshop dates for the next 3 Months are:
 
-      Wednesday September 1st @ Kingfisher Centre, 11/13 Karp Court, Bundall
-      Saturday September 18th @ Kingfisher Centre 11/13 Karp Court, Bundall
-      Wednesday October 13th @ Kingfisher Centre 11/13 Karp Court, Bundall
-      Saturday October 23rd @ Kingfisher Centre 11/13 Karp Court, Bundall
 
To register, please fill out the attendance form with your information and pay the fee into the ANZ account. Please provide your name when transferring money so you can be identified and notified. A receipt will be given to you on the day of the workshop.
 
If you are interested, but are not available on the days above or would attend if a workshop was in your area, please email kayelaemmle@bigpond.com or peterlamb8@bigpond.com, and share your thoughts.
 
 
ACA/NZAC Joint Conference
 
The Australian Counselling Association (ACA) and New Zealand Association of Counsellors (NZAC) will be co-hosting the "Pacific Counselling Hui 2010: Nations coming together as whanau/family in the great ANZAC tradition" conference in Auckland, New Zealand.
 
Dates: 30th September until 2nd October 2010
Location: Langham Hotel, Auckland
 
This event is highly recommended if you're a counsellor/therapist in Australia, New Zealand or neighbouring countries.
 
For registration information, visit: https://registration.ozaccom.com.au/ei/2010/acn10/
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Intoconnection
Have you visited Counselling Connection, the Institute's Blog yet? We continually publish new and interesting posts including case studies, profiles, success stories and much more. Make sure you too get connected (and thank you for those who have already submitted comments and suggestions).
 
A Dilemma Involving an Anxious Child
 
Charlotte is 11. She has been brought along to counselling by her mother, Fran. According to Fran, Charlotte has always been a “quiet and shy” girl. Fran remarks that she is not surprised by this as she too was a reserved and anxious child. In recent weeks however, Fran has noticed that Charlotte has become increasingly withdrawn. Charlotte becomes particularly upset before school and cries that she does not want to go. This is a new behaviour for Charlotte, who previously enjoyed school and excelled in class.
 
Click here to continue reading this post...
 
Infidelity - What Happens? How Do We Cope?
 
Infidelity is increasingly becoming one of the most common relationship challenges in romantic relationships. The acts of infidelity or cheating can have devastating consequences on those involved. Having been cheated on can result in anguish, depression, fury and humiliation (Brand, Markey, Mills & Hodges, 2007).
 
It has been suggested that infidelity is one of the leading causes of divorce and romantic relationship breakdown (Brand, Markey, Mills & Hodges, 2007).
 
Click here to continue reading this post...
 
Blog Email: blog@aipc.net.au
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Intotwitter
Follow us on Twitter and get the latest and greatest in counselling news. To follow, visit https://twitter.com/counsellingnews and click "Follow".
 
Featured Tweets
 
https://www.psychologytoday.com/node/46290 -- How to Support Someone Who Is Unemployed: Seven Steps to Making a Difference
 
Family Therapy and Adolescent Counselling - how would you react to this dilemma? https://bit.ly/mCiLi
 
 
TED Talks - Lewis Pugh's mind-shifting Everest swim: https://bit.ly/9pTl5c
 
Communication and Counselling: https://bit.ly/9ILLmn
 
On the Fragility of Skilled Performance: What Governs Choking Under Pressure? https://bit.ly/bsrIeO
 
UCTV - Mind-Body Interventions: Is there Power in Positive Thinking https://bit.ly/a1GNGf
 
Note that you need a Twitter profile to follow a list. If you do not have one yet, visit https://twitter.com to create a free profile today!
 
Tweet Count: 1455
Follower Count: 1960
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Intoquotes
"Good communication is as stimulating as black coffee, and just as hard to sleep after."
 
~ Anne Morrow
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Intoseminars
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 some of the seminars available throughout the first semester of 2010. To register for a seminar, please contact your Student Support Centre. To access the full list of seminars for 2010, visit: www.aipc.net.au/students/seminars.
 
Diploma of Counselling (CDA) Timetable
 
Northern Territory
The Counselling Process: 18/09, 12/12
Communication Skills I: 02/10
Communication Skills II: 28/08, 27/11
Counselling Therapies I: 30 & 31/08
Counselling Therapies II: 14 & 15/08
Legal & Ethical Frameworks: 03/10
Family Therapy: 14/11
Case Management: 18 & 19/12
 
South Australia
The Counselling Process: 18/09, 27/11
Communication Skills I: 16/10, 04/12
Communication Skills II: 01/08, 17/10, 05/12
Counselling Therapies I: 14 & 15/08, 06 & 07/11
Counselling Therapies II: 11 & 12/09, 20 & 21/11
Legal & Ethical Frameworks: 19/09
Family Therapy: 14/11
Case Management: 30 & 31/10
 
Sydney
The Counselling Process: 23/08, 18/09, 29/10
Communication Skills I: 09/08, 22/09, 06/11, 11/12
Communication Skills II: 16/08, 25/09, 12/11, 16/12
Counselling Therapies I: 26 & 27/08, 01 & 02/11
Counselling Therapies II: 23 & 24/09, 01 & 02/12
Legal & Ethical Frameworks: 09/12
Case Management: 12 & 13/08, 11 & 12/10, 06 & 07/12
 
Western Australia
The Counselling Process: 22/08, 16/10
Communication Skills I: 04/09, 27/11
Communication Skills II: 05/09, 28/11
Counselling Therapies I: 07 & 08/08, 30 & 31/10
Counselling Therapies II: 07 & 08/08, 30 & 31/10
Legal & Ethical Frameworks: 18/12
Family Therapy: 19/12
Case Management: 11 & 12/09, 11 & 12/12
 
Brisbane
The Counselling Process: 26/09, 28/11
Communication Skills I: 08/08, 14/11
Communication Skills II: 03/10, 05/12
Counselling Therapies I: 28 & 29/08, 11 & 12/12
Counselling Therapies II: 25 & 26/09, 18 & 19/12
Legal & Ethical Frameworks: 24/10
Family Therapy: 31/10
 
Tasmania
The Counselling Process: 12/09, 19/12
Communication Skills I: 03/10
Communication Skills II: 22/08, 31/10
Counselling Therapies I: 26/09
Counselling Therapies II: 29/08
 
Melbourne
The Counselling Process: 14/08, 02/10, 23/10, 27/11
Communication Skills I: 15/08, 25/09, 24/10, 28/11
Communication Skills II: 21/08, 26/09, 04/12
Counselling Therapies I: 16 & 17/10, 11 & 12/12
Counselling Therapies II: 04 & 05/09, 20 & 21/11
Legal & Ethical Frameworks: 28/08, 06/11
Family Therapy: 07/11
Case Management: 18 & 19/09, 13 & 14/11
 
Sunshine Coast
The Counselling Process: 02/10, 04/12
Communication Skills I: 28/08, 13/11
Communication Skills II: 19/08, 14/11
Counselling Therapies I: 11 & 12/09
Counselling Therapies II: 30 & 31/10
Legal & Ethical Frameworks: 11/12
Family Therapy: 20/12
Case Management: 20/12
 
Gold Coast
The Counselling Process: 08/10
Communication Skills I: 28/08, 13/11
Communication Skills II: 11/09
Counselling Therapies I: 29 & 30/10
Counselling Therapies II: 26 & 27/11
Legal & Ethical Frameworks: 10/12
 
 
Diploma of Professional Counselling (DPCD) Timetable
 
Northern Territory
Communication Skills I: 11/09, 11/12
Communication Skills II: 21/08, 13/11
The Counselling Process: 25/09
Counselling Therapies I: 09 & 10/11
Counselling Therapies II: 20 & 21/11
Case Management: 04 & 05/12
Advanced Counselling Techniques: 23/10
Counselling Applications: 06/11
 
South Australia
Communication Skills I: 16/10, 04/12
Communication Skills II: 01/08, 17/10, 05/12
The Counselling Process: 18/09, 27/11
Counselling Therapies I: 14 & 15/08, 06 & 07/11
Counselling Therapies II: 11 & 12/09, 20 & 21/11
Case Management: 30 & 31/10
Advanced Counselling Techniques: 13/11
Counselling Applications: 28/11
 
Sydney
Communication Skills I: 09/08, 22/09, 15/10, 06/11, 11/12
Communication Skills II: 16/08, 25/09, 16/10, 12/11, 16/12
The Counselling Process: 31/07, 23/08, 18/09, 08/10, 20/11, 16/12
Counselling Therapies I: 26 & 27/08, 01 & 02/11
Counselling Therapies II: 23 & 24/09, 01 & 02/12
Case Management: 12 & 13/08, 11 & 12/10, 06 & 07/12
Advanced Counselling Techniques: 20/08, 29/11
Counselling Applications: 28/08, 26/11
 
Western Australia
Communication Skills I: 04/09, 27/11
Communication Skills II: 05/09, 28/11
The Counselling Process: 22/08, 16/10
Counselling Therapies I: 07 & 08/08, 30 & 31/10
Counselling Therapies II: 07 & 08/08, 30 & 31/10
Case Management: 11 & 12/09, 11 & 12/12
Advanced Counselling Techniques: 21/08, 23/10
Counselling Applications: 24/10
 
Brisbane
Communication Skills I: 09/10, 04/12
Communication Skills II: 18/09, 13/11
The Counselling Process: 21/08, 23/10
Counselling Therapies I: 20 & 21/11
Counselling Therapies II: 14 & 15/08, 11 & 12/12
Case Management: 16 & 17/10
Advanced Counselling Techniques: 11/09, 06/11
Counselling Applications: 27/11
 
Tasmania
Communication Skills I: 15/08, 14/11
Communication Skills II: 19/09, 05/12
The Counselling Process: 18/18, 17/10
Counselling Therapies I: 11 & 12/12
Counselling Therapies II: 09 & 10/10
Case Management: 20 & 21/11
Advanced Counselling Techniques: 05/09, 07/11
Counselling Applications: 28/11
 
Melbourne
Communication Skills I: 15/08, 25/09, 24/10, 28/11
Communication Skills II: 21/08, 26/09, 04/12
The Counselling Process: 14/08, 02/10, 23/10, 27/11
Counselling Therapies I: 16 & 17/10, 11 & 12/12
Counselling Therapies II: 04 & 05/09, 20 & 21/11
Case Management: 18 & 19/09, 13 & 14/11
Advanced Counselling Techniques: 22/08, 30/10, 05/12
Counselling Applications: 29/08, 03/10, 31/10
 
Sunshine Coast
Communication Skills I: 28/08, 13/11
Communication Skills II: 29/08, 14/11
The Counselling Process: 02/10, 04/12
Counselling Therapies I: 11 & 12/09
Counselling Therapies II: 30 & 31/10
Case Management: 27 & 28/11
Advanced Counselling Techniques: 16/10
Counselling Applications: 14/08, 11/12
 
Gold Coast
Communication Skills I: 28/08, 13/11
Communication Skills II: 11/09
The Counselling Process: 08/10
Counselling Therapies I: 29 & 30/10
Counselling Therapies II: 26 & 27/11
Counselling Applications: 25/09
 
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.
 
 
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