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Copyright: 2012 Australian Institute of Professional Counsellors
WELCOME  

Welcome to Edition 209 of Institute Inbrief! As a goal-oriented, client-centred counselling style for eliciting behaviour change, motivational interviewing (MI) helps clients to resolve ambivalence (Wikipedia, 2014).
 
In this edition’s featured article we define motivational interviewing; outline several approaches which are related, but do not share the spirit or essence of motivational interviewing; and depict the character of the spirit (or essence) of motivational interviewing.
 
Also in this edition:
  • Latest news and updates
  • Articles and CPD information
  • Social media review
  • Upcoming seminar dates
Enjoy your reading!
 
Editor.
 
 
Join our community:
 
 
 
 
INTOstudies  
 
Bachelor of Counselling
 
Become A Counsellor or Expand On Your Qualifications
With Australia’s Most Cost Effective & Flexible
Bachelor of Counselling
 
AIPC is Australia’s largest and longest established educator of Counsellors. Over the past 22-years we’ve helped over 55,000 people from 27 countries pursue their dream of becoming a professional Counsellor.
 
The Bachelor of Counselling is a careful blend of theory and practical application. Theory is learnt through user-friendly learning materials that have been carefully designed to make your studies as accessible and conducive to learning as possible.
 
You can gain up to a full year’s academic credit (and save up to $8,700.00 with RPL) with a Diploma qualification. And the program is government Fee Help approved. With Fee-Help you can learn now and pay later: the government will finance all or part of your tuition fees, which you only start to repay from $40 per week once your income exceeds $51,309.
 
Here are some facts about the course:
  • Study externally from anywhere in Australia, even overseas.
  • Residential Schools in Melbourne, Sydney and Brisbane.
  • Save up to $57,000 on your qualification.
  • Start with just 1 subject.
  • Online learning portal with access to all study materials, readings and video lectures.
  • No minimum HSC or OP results required to gain entry.
  • Learn in a friendly, small group environment.
You can learn more here: www.aipc.edu.au/degree
 
Click here to see what students think of the program.
 
 
Bachelor of Psychological Science
 
Earn-While-You-Learn With Australia's
Best Value-for-Money & Flexible
Bachelor of Psychological Science
 
Psychology is one of the most versatile undergraduate courses, leading to many different career opportunities. And now there's a truly flexible way to get your qualification – with internal or external study options. It means working while you study is a realistic alternative.
 
Cost of living pressures and lifestyle choices are evolving the way we learn and Australian Institute of Psychology (AIP) is paving the way through flexible, innovative learning models:
  • Study externally from anywhere in Australia, even overseas.
  • Residential Schools in Melbourne*, Sydney* and Brisbane.
  • Save up to $35,800 on your qualification.
  • Get started with NO MONEY DOWN with FEE-HELP.
  • Start with just 1 subject.
  • Online learning portal with access to all study materials, readings and video lectures.
  • Accredited by the Australian Psychology Accreditation Council (APAC).
  • No minimum HSC or OP results required to gain entry.
  • Learn in a friendly, small group environment.
*Residential Schools in Melbourne and Sydney are available for CORE subjects only.
 
AIP is a registered Higher Education Provider with the Australian Government, delivering a three-year Bachelor of Psychological Science. The Bachelor of Psychological Science is accredited by the Australian Psychology Accreditation Council (APAC), the body that sets the standards of training for Psychology education in Australasia.
 
APAC accreditation requirements are uniform across all universities and providers in the country, meaning that Australian Institute of Psychology, whilst a private Higher Education Provider, is required to meet exactly the same high quality standards of training, education and support as any university provider in the country.
 
You can learn more here: www.aip.edu.au/degree
 
 
Diploma of Counselling
 
AIPC provides you with flexible course delivery modes
So YOU set the rules for how and when you learn...
 
AIPC’s accredited and nationally recognised Diploma of Counselling is designed so that you determine the manner and pace you study. You study entirely at your own pace (except of course if you’re receiving a government benefit such as Austudy) and you can start at any time, graduating in only 18-months.
 
Not only can you set the pace you study, you also determine the mode you want to study. You can study externally (at home with phone and email access to our counselling tutors); in-Class; online or any combination… all the time fully supported by our huge national team throughout our 8 Student Support Centres.
 
External learning means you can complete your entire course from the comfort of your home (or office, or overseas, or virtually anywhere). Your course comes complete with fully self-contained, referenced and professionally presented learning materials including 18 individual workbooks and readings. It really is as simple as working through the material and contacting us for support along the way. If you live locally to one of our support centres you can also attend tutorials to provide you with face to face contact if you wish (this option is ideal if you enjoy working more independently or have a busy schedule).
 
In-Class learning is a classroom forum where you learn with other students from a qualified lecturer. Classes are available in most main cities, at flexible times. In-Class is a great way for you to accelerate your learning, interact with other students and stay highly motivated. (This option is particularly suitable if you enjoy learning in the classroom environment with other students).
 
Online learning allows you to complete your learning entirely via your PC. You still receive all the high quality hardcopy resources (so you don’t miss out on anything!), but you’ll access all your learning materials and complete assessments online.
 
Any combination. Of course you don’t have to stick with one learning method throughout your studies. You’re welcome to use whichever method suits your needs and desires at the time. You may choose to complete one workbook in-Class, another online, then externally. Whatever is most convenient!
 
You can learn more here: www.aipc.net.au/course_dippro.php
INTOnews  
 
New Video: Role Play Demonstration of a Supervision Session
 
In this video, Philip Armstrong (Clinical Director of the Clinical Counselling Centre and CEO of the Australian Counselling Association) and Catherine Dodemont (Registered Supervisor and Level 4 Member of the Australian Counselling Association) demonstrate (through a role-play) a counselling supervision session.
 
Topics explored include counsellor self-care, professional development, confidentiality issues, practice management and marketing, plus much more.
 
Click here to watch this video.
INTOmentalhealth  
 
Connecting with clients
 
Modern counseling models and techniques are as varied and diverse as the counselors and clients who use them. Most counselors have a particular theory, method or school of thought that they embrace, whether it is cognitive behavior therapy, solution-focused therapy, strength-based, holistic health, person-centered, Adlerian or other. Yet all of these approaches and techniques have at least one thing in common — their potential effectiveness is likely to be squelched unless the counselor is successful in building a strong therapeutic alliance with the client.
 
The crucial nature of the therapeutic alliance is not a new idea. In 1957, Carl Rogers wrote an article in the Journal of Consulting Psychology outlining the factors he considered necessary for achieving constructive personality change through therapy.
 
Click here to read the full article.
 
 
Postpartum Difficulties Not Just Limited to Depression
 
Beyond postpartum depression, there are several other lesser-known mental health risks during the perinatal period (just before and after a baby is born), and this includes the added pressure of becoming a “super” mom or dad, according to a University of Kansas researcher who will present her findings at the 109th Annual Meeting of the American Sociological Association.
 
“Both mothers and fathers need to pay attention to their mental health during the perinatal period, and they need to watch for these other types of conditions, not just depression,” said Carrie Wendel-Hummell, a doctoral candidate in sociology.
 
Click here to read the full article.
INTOcounselling  
 
Motivational interviewing: The definitions, the spirit, and what it is not
 
The initial description of motivational interviewing (MI), provided by William Miller in 1983, has evolved through both clinical experience and empirical research into the evidence-based practice it is known as today. Differing from more “coercive” methods for motivating change, motivational interviewing does not impose change, but supports it in a way which is congruent with the person’s own values. The most current definition (among a set which has shown continuous evolution) is that MI is:
 
“... a collaborative, person-centred form of guiding to elicit and strengthen motivation for change” (motivationalinterview.org, n.d.)
 
Grounded in a respectful stance with a focus on building rapport in the early stages of the therapeutic relationship, motivational interviewing has three essential characteristics. It is: 
  1. Conversation about change; it is thus counselling, therapy, consultation, and also a method of communicating
  2. Collaborative, meaning person-centred, autonomy-honouring, partnership-driven, and not set up as expert-recipient
  3. Evocative, seeking to call forth the person’s own motivation and commitment (motivationalinterview.org, n.d.)
Taking those elements into definitions from multiple perspectives, we can offer:
 
A lay person’s definition, which asks “What is it for?”
 
“Motivational interviewing is a collaborative conversation to strengthen a person’s own motivation for and commitment to change.”
 
A practitioner’s pragmatic definition, asking, “Why should I use it?”
 
“Motivational interviewing is a person-centred counselling method for addressing the common problem of ambivalence about change.”
 
A technical therapeutic definition, which wants to know, “How does it work?”
 
“Motivational interviewing is a collaborative, goal-oriented method of communication with particular attention to the language of change. It is designed to strengthen an individual’s motivation for and movement toward a specific goal by eliciting and exploring the person’s own arguments for change” (motivationalinterview.org, n.d.).
 
In the spirit of the interview
 
To Rollnick and Miller, it is essential to maintain the spirit of motivational interviewing, especially inasmuch as numerous related practices have sprung up which are different and sometimes violate the spirit of the approach. Even those practitioners who utilise recommended techniques may inadvertently be at odds with the spirit of the MI approach if they are too technique-focused; Rollnick and Miller note that there are as many variations in technique as there are clinical encounters. The spirit, they say, is more enduring. We can depict its character in these several points.
 
Motivation to change comes from within the client; it is not imposed from without
 
Imagine a client that was threatened with the loss of his wife if he did not stop drinking. Many motivational approaches work on such bases, coercing through threatened loss of cherished aspects of a person’s life: job, partner, child custody, etc. Persuasion and “constructive confrontation” would also be part of such approaches. Rollnick and Miller do not decry such approaches, conceding that they have a place in evoking change. They are quite different, however, from motivational interviewing, which relies on being able to identify and mobilise the client’s intrinsic values and goals in order to effect change (Rollnick & Miller, 1995).
 
The client, not the counsellor, must articulate and resolve the client’s ambivalence
 
The word ambivalence has two (originally Latin) morphemes, “ambi-” meaning both, and “valent”, from a word referring to vigour or strength (Farlex, 2009). An ambivalent person is one who is pursuing – with strength – both (that is: two opposing) courses of action at the same time. In the case of proposed change from overuse of alcohol, for example, the change is from indulgence to restraint. Many clients feel ambivalence – the conflict between two strongly desired choices – in considering such a change, but have not had the opportunity to articulate it or assess the costs and benefits associated with it. The counsellor’s task here is to facilitate expression of both sides of the ambivalence, guiding the client toward an acceptable resolution, one which triggers change (Rollnick & Miller, 1995). A client, for example, may express a strong desire to give up alcohol, but feel an equally strong desire to keep drinking on the grounds that, if he stops, he will have to find a new set of friends and forgo the many hours at the pub with the drinking mates.   
 
Direct persuasion is not an effective method for resolving ambivalence
 
Would-be change agents are often tempted to persuade the client by virtue of extolling the urgency of the change actions needed in order to ameliorate the problem. Doing so is logical, but it doesn’t work (Miller, Benefield, & Tonigan, 1993). What happens instead is that client resistance increases and change becomes even less probable.
 
The counselling style is a quiet and eliciting one
 
The motivational interviewing approach explicitly proscribes aggressive confrontation, direct persuasion, and argumentation, as these are the opposite of the intended style. A mental health helper used to confronting clients and giving advice may wonder if the MI process ever gets anywhere; it seems so slow. Yet ultimately, more gains generally obtain than through aggressive strategies and those counsellors attempting to vigorously confront client denial may find they have pushed clients into changes for which they aren’t ready (Rollnick & Miller, 1995).
 
The counsellor is directive in helping the client to examine and resolve ambivalence
 
The assumption with motivational interviewing is that, once the client has been able to understand and resolve any ambivalence, change can be triggered, so training in behavioural skills for coping is not part of MI. Once the ambivalence is transcended, there may or may not be need for skills training. If there is, it is not incompatible with MI. Ultimately, however, the strategies of this modality are designed to elicit, clarify, and resolve ambivalence in a respectful, client-centred environment.
 
Readiness to change is a product of the interaction, not in the client
 
Somewhat surprisingly, a corollary to the above assumption (that motivation to change comes from within the client) is that denial and resistance to change are seen not as client qualities, but feedback regarding therapist behaviour. Ideally, the therapist is highly attentive to the client’s motivational signs. When there is resistance, it is often because the therapist is assuming too much readiness to change on the part of the client. In this case, the therapist needs to back off and modify motivational strategies. Readiness to change, then, is seen to fluctuate as a function of interpersonal interactions rather than being a client trait (Rollnick & Miller, 1995).
 
The therapeutic relationship is more partnership than expert/recipient
 
The relationship in motivational interviewing is one of autonomy, not authority. Rather than being an authority figure as with other psychologies, counsellors here understand that, because the true power for change rests within the client, it is up to the client to follow through with making change happen. The therapist respects this autonomy and freedom of choice – and the client accepts the responsibility and consequences regarding his or her behaviour that go with it. Counsellors emphasise that there is no single “right way” to change; it can happen in multiple ways. Clients exercising autonomy are encouraged to develop a menu of options as to how they might achieve the desired change. These respective counsellor-client roles speak to partnership more than the unequal roles of an expert “doing” to a recipient (Rollnick & Miller, 1995; motivationalinterview.org, n.d.). 
 
The spirit is an interpersonal style
 
Given the above characteristics, we can see how we err in thinking of motivational interviewing as a set of techniques, particularly ones “used on” clients. The advantage of seeing it as an interpersonal style is that MI can be applied to other settings. The subtle balance of directive and client-centred elements, shaped by its guiding philosophy and knowledge of what achieves change, means that we can point to the spirit of motivational interviewing as that which gives rise to specific strategies and informs their use. Having delineated what it is, let us see what MI is not: the several approaches which are related, but do not share the spirit or essence of motivational interviewing. 
 
The check-up
 
Derived from motivational interviewing, the check-up involves doing a comprehensive assessment of the client’s problem behaviours (say, drinking and related behaviours). Systematic feedback of the findings is given to the client in the style of MI. The instrument used for the check-up in the case of alcohol-related behaviours is The Drinker’s Check–up (Miller & Sovereign, 1989). The crucial aspect is to provide meaningful personal feedback which can be compared with normative reference. The check-up strategy can be adapted to other problem areas as well. Clearly, this method does not function in the spirit of MI in that the assessment of “what is wrong” with the client – and should therefore change – comes from an external source: the check-up instrument, although there is evidence that merely receiving the feedback can sometimes trigger change (Agostinelli, Brown, & Miller, 1995).
 
Motivational Enhancement Therapy (MET)
 
Developed specifically as one of three interventions tested in a multisite clinical trial of treatments for alcohol abuse and dependence, Motivational Enhancement Therapy is an adaptation of the check-up intervention. It consists of four sessions: two follow-up sessions (at weeks 6 and 12), added to the traditional two-session check-up format. The predominant style used by counsellors doing MET is that of motivational interviewing. Again, the strict (brief) format asks clients to slot into its narrow spaces as a pre-set agenda runs; there appears to be little room for client input or internally-generated resolution of ambivalence (Rollnick & Miller, 1995). Even if the conversation (feedback) is happening in motivational interviewing style, there do not appear to be enough characteristic components of MI to facilitate change in that spirit.
 
Brief motivational interviewing
 
As health professionals in primary care settings became interested in using motivational interviewing techniques, Rollnick observed that they did not know how to adapt and apply the generic style of MI in brief medical contacts. In response, he and his colleagues developed a menu of concrete strategies which formed the basis of brief motivational interviewing for use in a single session (say, about 40 minutes) in primary care settings with non-help-seeking excessive drinkers (Rollnick, Bell, & Heather, 1992). The techniques were meant to manifest the spirit and practice of MI in brief-contact settings, but many primary care encounters (say, an appointment with a typical general practitioner) are briefer still: say, around five to ten minutes. Rollnick acknowledges that it is an unresolved question whether the spirit of the MI approach can be captured in such very short sessions (Rollnick & Miller, 1995).
 
Brief intervention
 
With this term comes major confusion. Brief intervention has generally been confused with motivational interviewing, probably because of the increasing popularity of terms such as “brief motivational counselling”. Such brief interventions, as applied to alcohol addiction issues, have been typically offered to two client groups: heavy drinkers in general medical settings who have not asked for help, and help-seeking problem drinkers in specialist settings (Bien, Miller, & Tonigan, 1993).
 
FRAMES to understand brief interventions
 
Brief interventions have demonstrated some effectiveness, but we can ask: what are the aspects of them which facilitate change? In an attempt to express their common underlying components, the acronym FRAMES was devised (Miller & Sanchez, 1994). The letters refer to: the use of Feedback, Responsibility for change resting with the individual, Advice-giving, providing a Menu of change options, an Empathic counselling style, and the enhancement of Self-efficacy (Bien et al, 1993; Miller & Rollnick, 1991, in Rollnick & Miller, 1995).
 
Examining how approaches comprised of these ingredients stack up alongside of MI, we can note that, although many of the FRAMES elements are clearly congruent with a motivational interviewing style, some aspects – such as (typical) advice-giving – clearly are not. Thus, Rollnick and Miller advise that MI should not be confused with brief interventions in general. The authors suggest that the word “motivational” only be used when there is major intentional focus on helping someone get ready to change. Moreover, they say, “motivational interviewing” should only be used when careful attention has been paid to the definition and characteristic spirit, as described above. In other words, if direct persuasion, direct advice-giving, and appeals to professional authority are part of the (brief) intervention, it should not be called “motivational interviewing”.
 
The distinction is important as the MI approach and similar ones gain popularity and increasing numbers of studies are done about their effectiveness. It would be a gross disservice to MI if a similar but contradictory-in-spirit approach were to be presented and tested experimentally as “motivational interviewing”; any subsequent claims of ineffectiveness would unjustly and inaccurately tarnish MI’s reputation (Rollnick & Miller, 1995).
 
Summary: Differences from more confrontational approaches
 
In summary, Rollnick & Miller would not agree that motivational interviewing is being offered when a therapist or other mental health helper:
  • Tells the person that s/he has a problem and needs to change
  • Directly advises or prescribes solutions without gaining permission from the client or actively encouraging the person to make their own choices
  • Acts as an authority/expert, rendering the client into a passive role
  • Imposes a diagnostic label
  • Behaves coercively or punitively
  • Does most of the talking and information-giving (adapted from Rollnick & Miller, 1995).
© 2014 Mental Health Academy
 
This article was adapted from the upcoming updated version of Mental Health Academy’s “Motivational Interviewing” CPD course. Click here to learn more about this course.
 
References:
 
Agostinelli, G., Brown, J. M., & Miller, W. R. (1995). Effects of normative feedback on consumption among heavy drinking college students. Journal of Drug Education, 25, 31-40.
 
Bien, T. H., Miller, W. R., & Tonigan, J. S. (1993). Brief interventions for alcohol problems: A review. Addiction, 88: 315-336.
 
Farlex. (2009). Ambivalence. The Free Dictionary. Online version of The American Heritage Dictionary of the English Language, 4th ed. Houghton Miflin Company. Retrieved on 16 May, 2014, from: hyperlink.
 
Miller, W. R., Benefield, R. G., & Tonigan, J. S. (1993). Enhancing motivation for change in problem drinking: A controlled comparison of two therapist styles. Journal of Consulting and Clinical Psychology, 61, 455-461.
 
Miller, W.R. & Rollnick, S. (1991). Motivational interviewing: Interaction techniques. Excerpts from: Motivational interviewing: Preparing people for change. New York: Guilford Press. Retrieved on 7 May, 2014, from: hyperlink.            
 
Motivationalinterview.org. (n.d.). A definition of motivational interviewing. Retrieved on 12 May, 2014, from: hyperlink.
 
Rollnick, S., Heather, N., & Bell, A. (1992). Negotiating behaviour change in medical settings: The development of brief motivational interviewing. Journal of Mental Health, 1, 25-37.
 
Rollnick, S. & Miller, W.R. (1995). Motivational interviewing: What is it? Behavioural and Cognitive Psychotherapy, 23, 325-334. Retrieved on 7 May, 2014, from: hyperlink.         
 
 
Course information:
 
 
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INTObookstore  
 
The Institute has a list of recommended textbooks and DVDs that 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, an easy ordering method and quality guarantee!
 
This fortnight's feature is...
 
Name: Psychology 10th edition
Author: Wade, C. and Travis, Carol
AIPC Code: WADE
AIPC Price: $127.30 (RRP $151.95)
ISBN: 978-020-571-1468
 
This book emphasizes the importance of critical thinking and the integration of culture and gender in the science of psychology.
 
To order this book, contact your Student Support Centre or the AIPC Head Office (1800 657 667).
INTOarticles  
 
7 Common Relationship Challenges
 
Like most interpersonal relationships, most romantic couples experience some challenge at some point in their relationship. Some of these common challenges may include infidelity, loss of intimacy, communication difficulties, coping with stress challenges, financial pressures, boundary violations, difficulty balancing individual and couple expectations, divorce, separation and breaking up. Whatever the challenge, it is important to note that all dyadic relationships will experience some kind of distress at some point. We will examine some of the more common romantic relationship challenges below.
 
Click here to continue reading this article.
 
 
Helping Families Enhance Resilience: Supporting a positive self-concept
 
Resilient families may be defined by a number of characteristics, or categories of resilience. Some of these characteristics are: The atmosphere of the family; Collaborative problem-solving and conflict resolution; Orientation to the wider community; Support for individual development; Effective communication and relationship skills; Nurturing behaviours, enriching time together; Clear family structures, legitimate authority; A congruent family story; Creating “we-ness”: a mutuality of concern; Creation of supportive and celebratory rituals; Strong meaning, purpose, and values, with room for the transcendent.
 
If you are supporting a family in transition, you may perceive huge differences between them and the characteristics named above as belonging to resilient families. If so, you may be wondering: “So how do I help move my struggling family down the continuum towards greater functionality?” In these series we will address three principal areas of focus, which reinforce one another.
 
Click here to continue reading this article.
 
More articles: www.aipc.net.au/articles
INTOdevelopment  
 
Mental Health Academy – First to Knowledge in Mental Health
 
Get unlimited access to over 50 hours of CPD video workshops and over 100 specialist courses, for just $39/month or $349/year. Plus FREE and EXCLUSIVE access to the 10-hour Psychological First Aid program ($595.00 value).
 
We want you to experience unlimited, unrestricted access to the largest repository of professional development programs available anywhere in the country.
 
When you join our Premium Level membership, you’ll get all-inclusive access to over 50 hours of video workshops (presented by leading mental health experts) on-demand, 24/7.
 
You’ll also get access to over 100 specialist courses exploring a huge range of topics, including counselling interventions, communications skills, conflict, child development, mental health disorders, stress and trauma, relationships, ethics, reflective practice, plus much more. 
 
You’ll also get FREE and EXCLUSIVE access to the Psychological First Aid course ($595.00 value). The PFA course a high quality 10-hour program developed by Mental Health Academy in partnership with the Australian Institute of Psychology and the Australian Institute of Professional Counsellors, and framed around the internationally accepted principals of the NCTSN Field Operations Guide.
 
Benefits of becoming a premium member:
  • FREE and exclusive PFA course ($595.00 value)
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  • CPD endorsed by leading industry associations
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  • Huge range of topics and modalities
  • Online, 24/7 access
Some upcoming programs:
  • Recognising Spiritual Emergence
  • Healing Spiritual Emergencies
  • Spiritual Emergence: Case Studies
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  • Counselling the Gender-Diverse Client
Learn more and join today: www.mentalhealthacademy.com.au/premium
INTOconnection  
 
Have you visited Counselling Connection yet? There are over 650 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).
 
Tips to support the suicide-bereaved
 
If you have a friend, family member, or other acquaintance struggling with bereavement of suicide, how can you best offer support? What attitudes, translated into caring actions, can best facilitate the bereaved person’s coping in the immediate and short term, and their healing in the longer term? Because of the remaining societal stigma and also the lack of knowledge about how to be with the suicide-bereaved in a sensitive way, many friends and even family members simply avoid the situation – including the bereaved person – altogether. So how can you help? What is your best role as support person? Here are some tips.
 
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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".
 
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A new study may reveal a path to healthy forgetting: https://bit.ly/1AwVwlP
 
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INTOquotes  
 
"Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it."
 
~ Lou Holtz
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.
 
Not sure if you need to attend Seminars? Click here for information on Practical Assessments.
 
Below are upcoming seminars available for the remainder of 2014.
 
Click here to view all seminar dates online.
 
To register for a seminar, please contact your Student Support Centre.
 
BRISBANE (9.00am – 5.00pm)
 
The Counselling Process: 27-28/09, 29-30/11
Communication Skills I: 18/10, 14/12
Communication Skills II: 20/09, 15/11
Counselling Therapies I: 06-07/09, 29-30/11
Counselling Therapies II: 08-09/11
Legal & Ethical Framework: 02/11
Family Therapy: 14/09, 13/12
Case Management: 22-23/11
 
GOLD COAST (9.00am – 5.00pm)
 
The Counselling Process: 24-25/10, 05-06/12
Communication Skills I: 15/11
Communication Skills II: 20/09, 12/12
Counselling Therapies I: 26-27/09
Counselling Therapies II: 21-22/11
Legal & Ethical Framework: 28/11
Case Management: 17-18/10
 
SUNSHINE COAST (9.00am – 5.00pm)
 
The Counselling Process: 27-28/09
Communication Skills I: 08/11
Communication Skills II: 09/11
Counselling Therapies I: 25-26/10
Counselling Therapies II: 30-31/08
Family Therapy: 11/10
Case Management: 22/11
 
MELBOURNE (9.00am – 5.00pm)
 
The Counselling Process: 30-31/08, 20-21/09, 25-26/10, 15-16/11, 06-07/12
Communication Skills I: 06/09, 11/10, 22/11, 13/12
Communication Skills II: 07/09, 12/10, 23/11, 14/12
Counselling Therapies I: 13-14/09, 18-19/10, 29-30/11
Counselling Therapies II: 20-21/09, 25-26/10, 06-07/12
Legal & Ethical Framework: 27/09, 01/11, 05/12
Family Therapy: 28/09, 02/11, 12/12
Case Management: 04-05/10, 08-09/11
 
DARWIN (9.00am – 5.00pm)
 
The Counselling Process: 18/10
Communication Skills I: 13/09, 06/12
Communication Skills II: 13/09, 06/12
Counselling Therapies I: 13/12
Counselling Therapies II: 25/09
Legal & Ethical Framework: 29/11
Family Therapy: 27/09
Case Management: 15/11
 
ADELAIDE (9.00am – 5.00pm)
 
The Counselling Process: 18-19/10, 13-14/12
Communication Skills I: 06/09, 08/11
Communication Skills II: 07/09, 09/11
Counselling Therapies I: 30-31/08, 22-23/11
Counselling Therapies II: 13-14/09, 06-07/12
Legal & Ethical Framework: 15/11
Family Therapy: 16/11
Case Management: 20-21/09, 29-30/11
 
SYDNEY (9.00am – 5.00pm)
 
The Counselling Process: 29-30/08, 22-23/09, 09-10/10, 03-04/11, 27-28/11, 15-16/12
Communication Skills I: 29/09, 06/11, 18/12
Communication Skills II: 30/09, 07/11, 19/12
Counselling Therapies I: 07-08/10, 11-12/12
Counselling Therapies II: 24-25/09, 20-21/11
Legal & Ethical Framework: 02/10, 03/12
Family Therapy: 03/10, 04/12
Case Management: 05-06/12
 
LAUNCESTON (9.00am – 5.00pm)
 
The Counselling Process: 19/09, 05/12
Communication Skills I: 21/11
Communication Skills II: 21/11
Counselling Therapies I: 31/10
Counselling Therapies II: 28/11
Legal & Ethical Framework: 07/11
Family Therapy: 05/09
Case Management: 12/12
 
HOBART (9.00am – 5.00pm)
 
The Counselling Process: 19/10
Communication Skills I: 14/09, 07/12
Communication Skills II: 14/09, 07/12
Counselling Therapies I: 14/12
Counselling Therapies II: 26/10
Legal & Ethical Framework: 30/11
Family Therapy: 09/11
 
PERTH (9.00am – 5.00pm)
 
The Counselling Process: 06-07/09, 04-05/10, 15-16/12
Communication Skills I: 13/09, 22/11
Communication Skills II: 14/09, 23/11
Counselling Therapies I: 11-12/10, 06-07/12
Counselling Therapies II: 18-19/10, 13-14/12
Legal & Ethical Framework: 25/10
Family Therapy: 01/11
Case Management: 30-31/08, 08-09/11
 
 
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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AIPC
47 Baxter Street | Locked Bag 15
Fortitude Valley QLD 4006
(07) 3112 2000 (Australia)
1-800-657-667 (Toll Free)
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