THE PROFESSIONAL COUNSELLOR - Mental Health Academy

THEPROFESSIONALCOUNSELLOR2011 ISSUE01The Australian Institute of Professional Counsellors National Newsletter“ETHICS IN PRACTICE”• Ethics and Ethical Dilemmas• Treasures for Inspiration• Key Words in Counselling• Inside the Institute– Vocational Graduate Qualifications• Understanding Therapeutic Boundaries“Self • Social Issues Harming”– “Breaking Away from the Pack”• Counselling Dilemma• Book Review – The Truth About Grief• Graduate Success Stories• Staff Profiles – Anel Hough• Professional Development• Hints and Tips– Tips for Students: Getting Organised• State News• Seminar Dates

Contents012011REGULARS8 Treasures for Inspiration9 Key Words in Counselling9 Inside the Institute– Vocational Graduate Qualifications16 Social Issues – “Breaking Away from the Pack”18 Counselling Dilemma18 Book Review – The Truth About Grief20 Graduate Success Stories23 Staff Profiles – Anel Hough24 Professional Development25 Hints and Tips– Tips for Students: Getting Organised28 State News32 Seminar DatesBack Cover Key Words in CounsellingFEATURES1 Ethics and Ethical Dilemmas10 Understanding Therapeutic Boundaries© The Professional CounsellorNo part of this publication may be reproduced without permission. Annual subscription is free to members ofthe Australian Institute of Professional Counsellors. Opinions of contributors and advertisers are notnecessarily those of the publisher. The publisher makes no representation or warranty that informationcontained in articles or advertisements is accurate, nor accepts liability or responsibility for any action arisingout of information contained in this newsletter.Join Our Community!www.aipc.net.au/facebookwww.aipc.net.au/twitterFront Cover Illustration –“Ethics Word Cloud”THE PROFESSIONAL COUNSELLORIssue 01, 2011Editors:Industry Advisers:Graphic Artist:All correspondence to:Editor in Chief - Sandra PolettoSenior Editor - Pedro GondimTraining, Development & Counselling - Dr Clive JonesCross & Hamilton Printers (Qld) Pty. Ltd.“The Professional Counsellor“Locked Bag 15, Fortitude Valley QLD 400647 Baxter Street, Fortitude Valley QLD 4006Telephone: 07 3112 2000Facsimile: 07 3257 7195Our MissionThe Australian Institute of Professional Counsellorsis a place where the genuine care and concern ofour students is our highest mission.We pledge to provide anexceptional level of support to our students whowill always enjoy the most practical andworthwhile external study program available.The AIPC experience stands in our student‘s mindsas a place that brings enjoyment, fun andfulfilment to their daily lives.

THE PROFESSIONAL COUNSELLOR01 2011FEATUREEthics and Ethical DilemmasEthics are a set of moral principles or rules ofconduct for an individual or group. The term ethicscomes from the Greek ethos meaning custom, habit orcharacter.Ethics determine choices made. In counselling,ethics underpin the nature and course of actions takenby the counsellor. Counsellors and others in helpingprofessions are expected to behave in an ethicalmanner. By nature of the profession, counsellors areto act in the best interest of their client, promotingclient goals, protecting client rights, maximizing goodand minimizing harm (Stein, 1990).This expectation broadens due to theinherent power of the relationshipbetween client and counsellor. Ethicsincluding ethical codes and principlesaim to balance the power and ensurethat the counsellor operates for the goodof the client and not for self.Primarily, counsellors’ duty of care isto their clients. When making ethicalchoices, counsellors must consider notonly themselves, but also the agency ororganisation (if not self-employed), theirprofession and the greater community(Axten, 2002). Counselling does notoccur in a vacuum therefore it isimportant that counsellors acknowledgeall facets of their practice both internallyand externally.Ross (2002) draws on this further by asking“The conceptof ethicsrelates tomoralconsideration.The challengelies in what isconsideredmoral orethical.”counsellors to look at ethics from a holistic perspective– body (the environment, structures, systems, policies,laws, regulations, moral codes, and societal norms),mind (ethical thinking, philosophy), heart(relationships, emotions, values) and spirit(unknowing, unconscious). A complete awareness ofthe ethics of a situation can occur when all are takeninto consideration.Code of EthicsThe concept of ethics relates to moral consideration.The challenge lies in what is considered moral orethical. Each counsellor comes to the profession withtheir own set of values and standards. Individualprinciples and how they were used to interpretdilemmas would be universally different. Therefore, aCode of Ethics - a general standard that counsellorsand therapists adhere to and use co jointly with legalstandards to provide ethical practice and work throughethical dilemmas – is required.Ethical codes offer counsellors an outline of whatare considered acceptable and unacceptablebehaviours. In a region (such as Australia) where1counselling is not regulated through licensing, ethicalcodes provide a valuable tool for developing andmaintaining ethical conduct.Numerous professional associations have developedtheir own Code of Conduct and Ethics. Codes mayadopt similar principles whilst also coveringbehaviours specific to an area of counselling.Professional counselling organisations provide Codesof Conduct and Ethics to members and the inability tostick to these Codes may result in removal ofmembership. A professional may belong to more thanone organisation and thus have access toadditional ethical codes. When facedwith an ethical dilemma, a counsellor isto consider all available and applicablecodes. It is counsellors’ responsibility tofamiliarise themselves with relevant codesand regulations governing their area ofpractice.Clarkson (2001) contends that allmembers of a professional associationsubscribe (at least in principle) to theirprofession’s Code of Ethics for the sakeof protecting the public.The degree to which this ‘protection’occurs is based on four factors:– Client awareness and knowledge ofthe Code of Ethics and thecomplaints procedure– The degree to which the client feels they candiscuss his or her feelings about a violation withthe counsellor– The fairness of the Codes– The client’s ability to manage the Code or gainassistance in negotiationIn summary:– Ethics determine choices and underpin actions,– Counsellors by nature and duty of profession areto act in an ethical manner,– Good ethical conduct is grounded in anunderstanding and awareness of ethical codes, adesire to do the right thing and a basis of soundmoral principles (Bradley, n.d)– Individualism is to be tempered against legal andethical codes, as well as expectations based inculture and society.Ethical DilemmasA dilemma is a situation requiring choice betweenoptions that are either equally undesirable or mutuallyexclusive. An ethical dilemma may arise within thecounselling relationship due to conflicting values oractions. Counsellors are continually faced with ethical

THE PROFESSIONAL COUNSELLOR01 2011concerns due to the very nature of the counsellingrelationship.Researchers (Welfel, 1998; Pope & Vasquez 1998;Wozny 2007) have identified areas of commonunethical practice:– Dual relationships (including sexual misconductand non-sexual dual relationships)– Improper practices (practicing outside area ofcompetence, violating confidentiality, feeproblems, giving receiving gifts)– Inappropriate public statements (misleading orfraudulent statements relating to qualificationsand/or memberships)– Inappropriate research, teaching or administrativepractices (discrimination, supervision violations).Dual RelationshipsDual relationships occur when a counsellor is inanother different yet significant relationship with thesame client (Pope & Vasquez, 1998). Dualrelationships may include the following qualities(Welfel 1998; Zur 2006):Dual relationships can be avoidable, unavoidable ormandated:– Voluntary-Avoidable: Usually these occur in largecities or metropolitan areas where options arewide-ranging and readily available.– Unavoidable: Typically happen in isolated ruralareas where choices are limited.– Mandated: Usually takes place in institutionalsettings such as prisons or the military.Dual relationships can be concurrent orconsecutive:– Concurrent - at the same time.– Consecutively - one after the other.Level of Involvement:– Low-minimal - when a counsellor encounters aclient at the local shops.– Medium - when a client and counsellor shareoccasional encounters, for example attendingchurch services every Sunday.– Intense - when counsellor and client socialize,work, attend functions or serve on committeestogether on a regular basis.Dual relationships may be (a) non-sexual or (b)sexual:– Non–sexual: Zur (2006) offers the followingexamples:• Social - therapist and client are also friends.• Professional - therapist and client are alsoprofessional colleagues. For example incolleges, training institutions, presenters inprofessional conferences or co-authoring abook.• Business - therapist and client are also businesspartners or have employer-employeerelationships.• Communal - therapist and client live in thesame small community, belong to the religiousinstitutions, the therapist shops in a store that isowned by the client.• Institutional - take place in military, prisons,police department settings and mental hospitalswhere dual relationships are an inherent part ofthe institutional settings.– Sexual: No evidence is presented to suggest thatsex is therapeutically helpful (Corey, Corey &Callanan, 2007).Counsellors are advised to carefully weigh thebenefits to the client prior to entering into a dualrelationship. Figure One (1) outlines a number of keythemes within dual relationships.Virtually all counsellors regardless of worksetting or clientele will be affected by dualrelationship issues.All professional ethical codes acknowledge theincidence of dual relationships, the complexitiesand the risk of exploitation.Not all dual relationships are avoidable, norare they necessarily harmful.Dual relationships challenge counsellors tomonitor themselves and examine personal andprofessional motivations.Seek consultation from trusted colleague orsupervisor, when faced with a potential dualrelationship.There are no absolute answers to resolve adual relationship dilemma.Cautions for entering into a dual relationshipshould be for the benefit of the client and othersrather than to protect the counsellor.Always consider whether the potential benefitoutweighs the potential for harm.Include the client in the process ofdeliberation, if possible.It is the responsibility of counsellor trainingand education programs to explore boundaryissues and explore dual relationship question.Adapted from: Herlihy, B., & Corey, G. (2006).Boundary issues in counselling: Multiple roles and responsibilities(2nd ed.). New York: American Counseling AssociationCorey, Corey and Callanan (2007) offer thefollowing points to minimize risks in dualrelationships:– Develop and maintain healthy boundaries.– Secure the informed consent of clients and clearlyoutline potential risks and benefits associated witha dual relationship.– Maintain open communications with client aboutpossible conflicts and problems may arise.– Seek supervision when dual relationships becomeproblematic or when risk is high.– When necessary the counsellor is to refer theclient to another professional.– Carefully document the dual relationship.2

THE PROFESSIONAL COUNSELLOR01 2011Improper PracticesThe following unethical behaviours fall under theheading of improper practices.– Fee Violations• Unconscious fiscal convenience (Welfel, 1998) –examples include continuing treatment beyondbenefit and accepting third party payments forservices not rendered.• Bartering –exchanging servicesor goods in lieu ofpaying a fee.– Giving and ReceivingGifts – Welfel (1998)advices counsellors toavoid taking the pathof avoiding all giftsabsolutely as in somecultures, small giftsare a token of respectand gratitude. Torefuse may becounterproductive tothe counsellingprocess. Counsellors“Often adilemma can beeasily solvedthroughapplying basicproblem solvingconcepts and/orby looking atrelevant ethicalcodes.”are asked to consider the following questionswhen contemplating acceptance of a gift (Welfel,1998, p. 178):• Does it (accepting the gift) promote rather thanendanger the client’s welfare?• Does it compromise the therapist’s objectivity orcapacity to provide competent service in thefuture?• Is it consistent with the client’s cultural normsand with a small monetary value?• Is it an infrequent event or a recurrent practice?– Confidentiality Violations – The ability to maintainconfidentiality is an important yet complexresponsibility of all counsellors. Welfel (1998,p83) states...“...that counselors are expected to provide a therapeuticenvironment in which client words cannot be overheard,client records cannot be accessed by unauthorized people,and even client presence at the counselling centre isprotected as much as possible.”– Practicing outside area of Competence – Welfel(1998) considers that before a counsellor canclaim competence, formal training is required. Itis important that a counsellor possess formallyassessed qualifications and experience prior toworking in an area. Continuing education is anessential process for the counsellor.Inappropriate Public StatementsCounsellors are knowledgeable experts and aretherefore often called upon to provide professionalstatements to support news reports, research and thelike. The most common breaches within this areainclude:– Making false statements in regard to results anddegree of success.– Solicitation.– False testimonials.– Inaccurate representation of qualifications and/orprofessional memberships.– Making unsubstantiated claims.– Drawing conclusions based on intuition ratherthan information.– Attempting to counsel rather than educating(Welfel 1998).– Inappropriate Research, Teaching orAdministrative PracticesCounsellors may become involved in differentaspects of counselling that are not related to directservice provision. These activities consist of teaching,research and administration. Areas of ethical concernrelate to (but are not limited to):– Lack of skill and/or knowledge to teach– Responsible use of power– Coercive recruitment of research participants– Research design and methods– Results reporting– Confidentiality– Competence of supervisor– ExploitationIn summary– A dilemma is a situation requiring choice betweenoptions either mutually exclusive or equallyundesirable.– Unethical practice can be categorised into (a) dualrelationships; (b) improper practices; (c)inappropriate public statements and (d)inappropriate research, teaching or administration.– A dual relationship occurs when a counsellortakes on another different yet significant role withthe same person/client.– Dual relationships can be sexual or non-sexual.– Improper practices consist of (not limited to) (a)fee violations; (b) giving and receiving gifts; (c)confidentiality violations and (d) practicingoutside area of competence.– Inappropriate public statements relate to acounsellor inaccurately representing themselves,their profession, qualifications and/or professionalmemberships in the public sphere.– Behaviours under the heading of inappropriateresearch, teaching and administration are relatedto activities that the counsellor may engage inaside from/instead of direct counselling practice.These include teaching, counselling research andsupervision.The Ethical Decision Making ProcessOften a dilemma can be easily solved throughapplying basic problem solving concepts and/or bylooking at relevant ethical codes. There are times3

THE PROFESSIONAL COUNSELLOR01 2011when neither process will be sufficient to address thescope of a dilemma. When this arises, an ethicaldilemma or problem may be approached from anumber of frameworks.Two approaches are considered in this section:– Ethical Principles– Ethical Decision Making FrameworkIn all aspects of ethical problem solving, it is best totake a clear systematic approach avoiding ambiguity.Ethical PrinciplesEthical principles are one framework that can beused to work through an ethical dilemma. Allprinciples are considered equal with generally, no oneholding greater weight or importance than another.Application of the ethical principles may providesufficient scope and information to either clarify thedimensions of the problem or even, formulate anacceptable action to address an ethical dilemma.There are five (5) ethical principles consideredrelevant to counselling:1. Respect for Autonomy2. Non-maleficence3. Beneficence4. Justice5. FidelityRespect for AutonomyThe freedom of clients to choose their owndirection – respecting that the client has the ability tomake choices free from the constraints of others(Welfel, 1998; Corey, Corey and Callanan, 2007). Therole of the counsellor is toacknowledge clientautonomy and to respect thisright.An autonomous action isone that cannot interferewith the autonomy ofanother. An individual is tobe aware of the choice takenand the effect/consequencesit has on others (Welfel,1998).Limitations to clientautonomy apply to thoseclients who are currentlyunable to understand the“All ethicalprinciples areconsideredequal withgenerally, noone holdinggreater weightor importancethan another.”repercussions of their action – for example childrenand mental health patients (Welfel, 1998).Non-maleficenceThis term means to do no harm. It is a conceptderived from the medical profession. Autonomyrelates to the individual client, non-maleficence refersto the abilities of the counsellor. Counsellors have aresponsibility to avoid utilizing interventions that couldor have the potential to harm clients (Welfel, 1998;Corey et al., 2007). In practice counsellors areexpected to undertake thorough evaluation of theclient’s concerns and apply appropriately determinedand explained interventions.BeneficenceConsidered the responsibility to do good and tocontribute to the welfare of the client (Forester-Millerand Davis 1996). The counsellor is expected to do thebest for the client and if unable to assist, to offeralternatives as appropriate. Welfel (1998, p36) alsoasserts that beneficence ‘requires that counselorsengage in professional activities that provide generalbenefit to the public.’JusticeJustice means to act in a fair or just manner. It isexpected that counselors will act in a nondiscriminatorymanner to individuals or groups.Forester-Miller and Davis (1996) suggest that althoughjustice instructs counselors to act fairly it does notmean treating all individuals the same rather it relatesto equity. It is the counsellor’s ability to acknowledgeinequity and apply intervention to suit.FidelityThis principle deals with the trust relationshipbetween the counsellor and their client. The interestsof the client are placed before those of the counselloreven if such loyalty (towards the client) isinconvenient or uncomfortable for the counsellor(Welfel, 1998). A client needs to be able to trust thatthe words and actions of the counsellor are truthfuland reliable. The counsellor however, does not needto share every fleeting thought or reaction.In summaryThere are five (5) ethical principles related tocounselling:– Application of ethical principles may provide acounsellor with solution to an ethical dilemma– Counsellors acknowledge client autonomy andrespect this right unless it interferes with theautonomy of others.– Non-maleficence is the principle of ‘do no harm’in which counselors do not undertake andactively avoid activities that could be detrimentalto clients.– Beneficence involves doing good both within thecounselling relationship and as a member of thegreater community.– Justice entitles client to treatment based onfairness and equity. The counsellor acting amanner that is non-discriminatory.– Fidelity is based on trust within the clientcounsellorrelationship.(See Table next page)Each of the five (5) models highlights the need fora clear methodology. Following is a summary of themain elements that are common to all.Define the Problem (Step 1 or 2)Once an ethical dilemma has been identified, thecounsellor clearly defines the dimensions of theproblem. Defining the problem involves the4

THE PROFESSIONAL COUNSELLOR01 2011Ethical Models to Decision Making - Table 1Overview of Ethical Decision Making Models - Table adapted from Bradley & Hendricks (n.d.)MODEL 1Corey, Corey &Callanan (2007)MODEL 2Welfel (1998)MODEL 3Bond (2000)MODEL 4Forester-Miller &Davis (1996)MODEL 5Coleman (2007)1. Identify theproblem1. Develop ethicalsensitivity1. Produce a briefdescription ofproblem ordilemma2. Whose dilemmais it?1. Identify theproblem1. Increasing ethicalsensitivity2. Identify potentialissues involved2. Define thedilemma andoptions2. Apply relevantCode of Ethics2. Identifying &prioritizingguiding principles3. Review relevantethical guidelines3. Refer toprofessionalstandards3. Consider allavailable ethicalprinciples andguidelines3. Determine natureand dimensionsof the dilemma3. Developing anEthical Plan ofAction4. Obtainconsultation4. Search out ethicalscholarship4. Identify allpossible coursesof action4. Generatepotential coursesof action4. Implementing5. Consider possibleand probablecourses of action5. Apply ethicalprinciples to thesituation5. Select the bestcourse of actionand apply5. Consider potentialconsequences &determine acourse of action6. Evaluate theselected course ofaction5. Considerconsequences ofactions6. Detailconsequences ofvarious decisions6. Consult withsupervisors andpeers6. Evaluate theoutcome6. Consult withpeers andsupervisor7. Decide on bestcourse of action7. Deliberate anddecide7. Implement courseof action7. Select action8. Inform supervisorand take action8. Plan and executethe selected action9. Reflect onexperience9. Evaluate courseof actioncounsellor acknowledging the moral components ofthe problem.Questions that may assist with this include:– Who is involved? Clearly outline those involvedin the dilemma and those that could be affected.Counsellor, client, client family, agency,community, other professionals …– Is it something the counsellor/client/agency is oris not doing? Is it procedural or personal?– Where is the problem set? Consider the contextthat the dilemma is taking place within – privatepractice, group work, individual counselling,agency…– Who owns the problem? Is it solely thecounsellor, client or a combination?It is useful at the defining stage to research theparticular problem. It is helpful to investigate if therehave been other documented instances of thedilemma/problem. What were the results? How wasthe situation tackled? Could the solution/s beapplicable to this case?Consider relevant codes, laws, regulations and ethicstheories (Step 2 or 3)After clarifying the problem, the counsellor refers tothe relevant ethical codes and/or guidelines.It is vital that a counsellor examines the relevantstandards and principles of their professionalorganization. The Code of Ethics/Conduct providedthrough professional membership may offer clarity anda solution.Counsellors must be aware of the state and federallaws pertaining to their practice. If a law clearlystates the requirement of the counsellor in regard tothe action, the counsellor is to follow the law.If the counsellor works for an agency, it is alsoimportant to be aware of the agency/organization rulesand regulations.The five (5) ethical principles of autonomy,beneficence, non-maleficence, justice and fidelity are5

THE PROFESSIONAL COUNSELLOR01 2011applied at this junction (if the counsellor has notalready done so at the onset of the dilemma).Ethical theories represent the perspectives of manyof the great philosophers throughout history.Examples of ethical theories include biblical theoryand moral theory. If a counsellor believes that thedilemma they are faced with could be served byexploring greater ethical theory than they are advisedto seek out the assistance of a trained ethicist.Consult with others (Step 4 or 6)Facing an ethical dilemma can be daunting for boththe counsellor and the client. After giving thoroughconsideration to the preceding steps, a counsellor maybenefit from discussing their concerns with acolleague, legal advisors, or other relevantprofessionals. This may offer a fresh perspective or anew angle.Consider Possible Courses of Action(Steps 3, 4 or 5)At this point the counsellor can brainstorm solutionsto the dilemma. Initially any suggestion is offeredmerit regardless of how strange or impractical it maysound. Examine each action in regard to theconsequences and the likely impact on all participants.The counsellor may prefer to brainstorm alone orsolicit the assistance of a colleague.Decision and Implementation (Steps 6 or 7)After careful consideration of all the informationsourced the counsellor selects the most appropriateaction. Consideration is given to the impact thedecision will have on all those involved (as identifiedin Define the Problem). Does the selected actioncause any new ethical issues?Stadler (as identified in Bond, 2002) suggestsapplying three (3) simple tests to the action decidedupon:1. Universality – would the counsellor recommendthe same action to another? Would the counsellorcondone this action if done by someone else?2. Publicity – would the counsellor be happy tohave this action reported by the media?3. Justice – would the counsellor treat others thesame in a similar situation?If the counsellor answers no to any of thesequestions, they will need to return to the beginning ofthe process and re-evaluate the dilemma and theactions. If the counsellor answers yes to the threequestions than they move onto implementation.Implementing the action can be a difficult task.Welfel (1998) suggests engaging all the supports thathave been utilized throughout the decision makingprocess – Ethical Codes, Laws, regulations and/orcolleagues to help the counsellor stick to the choicemade.Reflection/Evaluation (Step 6 or 9)After the action has been put into practice, it isimportant that the counsellor evaluate the outcome.Through reflection the counsellor can explore possiblefailings and learn from the experience.ImportantIt is vital that all steps of the process are formallydocumented. This provides the counsellor with asafeguard and clear support if the decision ischallenged at any stage. It is also a reference pointshould a similar situation arise in the future.In Summary– Ethical Problem Solving models provide a clearsystem for counsellors to follow when faced withan ethical dilemma.– Regardless of the model chosen, each havecommon steps requiring the counsellor to (a)identify the problem, (b) considerCodes/regulations/laws/theories, (c) consult withothers, (d) brainstorm possible courses of action,(e) decide on the action, (f) implement action and(g) evaluate outcome.– When implementing a course of action, thecounsellor is to consider the three (3) tests ofuniversality, publicity and justice.– Use supports such as colleagues, ethical codes,laws and/or regulations to assist with theimplementation of an action.– Evaluation of the outcome is important forcounsellor learning.– Clearly document all steps of the ethical decisionmaking process.Figure: Ethical Decision Making FlowchartDefine the ProblemApply Relevant Ethical Codes /Laws / Regulation / TheriesNo, there are no directivesConsult with colleguesBrainstorm all possible actionsDecide on action & apply thethree (3) tests of University,Justice & PublicityYes, to all three (3) testsImplement actionReview ans evaluate outcome.Yes, there are cleardirectives to follow -implementNo, to one (1) andall three (3) tests.6

THE PROFESSIONAL COUNSELLOR01 2011Barriers to Ethical Decision MakingColeman (n.d) suggests ten (10) barriers to theethical problem solving process. They are:1. Lack of knowledge of Ethical Standards2. Financial Incentives3. Perfectionism4. Fear of Criticism/Scrutiny by Others5. High Affiliative Needs6. Personal and/or Professional Immaturity7. Counsellor Substance Abuse8. Lack of Personal Values Clarification9. Limitations of Codes of Ethics and Conduct10. Lack of a Decision Making ModelLack of Knowledge of Ethical StandardsSociety is fast paced and ever changing. Counsellorsare obliged to remain committed to ongoing learningand development within the profession. This includescontinuing awareness ofrelevant ethical codes andstandards. It also incorporatesknowledge of legal standardsand laws. Ignorance is not adefense. Counsellors canovercome this obstaclethrough personalcommitment to professionaldevelopment and maintainingprofessional memberships.“Thecounsellorneeds toexamine eachaction inregard to theconsequencesand the likelyimpact on allparticipants.”Financial IncentivesEthical dilemmas oftenpresent in the form of gifts orrewards offered to thecounsellor either directly bythe client, or indirectlythrough an agency. A counsellor may justify theacceptance of such gifts/rewards by undervaluing themonetary value of their role. Coleman (n.d) considersthat counsellors rationalize this behaviour by tellingthemselves that they are underpaid and deserve it.This barrier often inhibits the counsellor at thebeginning of the ethical decision making processstopping them from adequately clarifying the problem.Reaffirming the reason for entering the counsellingprofession may assist the counsellor in overcomingthis obstacle.PerfectionismA large barrier at the implementation stage of theethical problem solving process is the counsellor’s fearof not making a good decision.A counsellor may become over concerned with‘doing the right thing’, so much so that they areunable to put the decision into practice. Coleman(n.d) proposes that counselors acknowledge that thereis rarely one ‘right’ choice and to look beyond self.Fear of Criticism/ScrutinyNo one likes to be criticized and counselors are nodifferent. It is however, inevitable that the decisiontaken will not be popular with all. To overcome thefear, a counsellor needs to accept that the choice theyhave made is the correct one for the situation and thatnot everyone will be pleased.High Affiliative NeedsThis barrier often accompanies perfectionism. Manycounsellors have a need to be liked and ethicaldecisions may not always be popular. This need canleave the counsellor open to manipulation. Personalawareness can help the counsellor overcome thisbarrier.Personal and/or Professional ImmaturityColeman (n.d) identifies immaturity as actingimpulsively without any conviction. Immaturityinvolves acting on and implementing decisions thatsatisfy the counsellor first, often without anyconsideration to the client. The use of an ethicalproblem solving model can assist in conquering thisbarrier.Counsellor Substance AbuseStress within any profession can lead to substanceabuse, counselors too are vulnerable. The counsellorwho acts under the influence of alcohol or othersubstances is putting themselves, their client/s and theprofession at harm. Counsellors need to be aware ofthe effect personal issues may have on themselves,how it transcends to their professional life and howthey deal with said issues (Corey, Corey and Callanan2007).Lack of Personal Values ClarificationCommitment to ongoing professional growth isfacilitative and required. Counsellors also need to bededicated to personal development and knowledge ofself/values. As with professional development this isan ongoing reflection. Failure to do this could resultin the counsellor becoming stuck and lacking thematurity to undertake sound ethical practice.Limitations of Codes of Ethics and ConductStein (1990) identifies a number of limitationspertaining to ethical codes. They are:– Written in broad, general terms not specific to anyone particular situation.– Can conflict with other Codes or regulations– Reactive rather than proactive– Silent or blind to some situations/problemsIt is vital to remain alert to the Ethical Codesoffered by professional memberships andacknowledge limits.Lack of a Decision Making ModelDecisions that are made impulsively fail toacknowledge the extent of the dilemma and theprocess. A clear structure to follow means that thedecision made is more likely to be ‘morally acceptable,clinically appropriate and suit both the client and thecounsellor’s interests’ (Coleman, n.d., p9).7

THE PROFESSIONAL COUNSELLOR01 2011In summary– Barriers exist to the ethical decision makingprocess.– These barriers may be due to the agency acounsellor works for or barriers within thecounsellor themselves– Barriers may be overcome through (a) continualcounsellor self-reflection, (b) ongoing awarenessof professional ethical codes, (c) solid applicationof a systematic decision making model.ConclusionIn counselling, ethics underlie the actions taken bythe counsellor. Counsellors and others in helpingprofessions are expected tobehave in an ethical manner duethe nature of the profession. Anethical dilemma may arise withinthe counselling relationship dueto conflicting values or actions.It is important that counselorsare equipped with skills andsupports to successfully traversethe ethics road.Ethical decision makinginvolves awareness of thedilemma being faced. In orderto make an informed, maturedecision, counselors areexpected to adhere to a clearsystematic approach. It is vitalfor all counsellors to“In order tomake aninformed,maturedecision,counsellorsare expectedto adhere toa clearsystematicapproach.”acknowledge the complexities of ethical decisionmaking and inform themselves of developments bothprofessionally and personally.Copyright © 2010: Mental Health Academy Pty LtdSource: www.mentalhealthacademy.com.auREFERENCES– Axten, D. (2002). The development of supervision in McMahon,M. and Patton, W. (Eds). Supervision in the helping professions: A practicalapproach. Sydney: Pearson Education.– Bond, T. (2000). Standards and ethics for counselling in action. London:Sage Publications– Bradley, L., & Hendricks, C. (n.d). Implementing ethical decision-makingmodels.– Clarkson, P. (2001). Responsible involvement: Ethical dimensionsof collegial responsibility. in F Barnes, F., & Murdin, L. (Eds).Values and ethics in the practice of psychotherapy and counselling. London:Open University Press, pp32-49– Coleman, A. K. (n.d). An ethical decision making model for practitioners.Retrieved June 1, 2007 from the World Wide Web:http://www.pitt.edu/~cedar/forum/coleman.html.– Corey, G., Corey, M., & Callanan, P. (2007). Issues and ethics in thehelping professions. (7th ed.). San Francisco: Thomson Brooks/Cole– Forester-Miller, H., & Davis, T. E. (1996). A practitioner’s guide toethical decision making. Retrieved June 1, 2007 from the World WideWeb: http://www.counseling.org/Counselor/PractionersGuide.aspx.– Pope, K., & Vazquez, M. (1998). Ethics in psychotherapy and counseling:A practical guide. (2nd ed). San Francisco: Jossey-Bass Publishers– Ross, S. (2002). Holistic ethics: Fragment one: In search of ethical unity.Retrieved June 1, 2007 from the World Wide Web:http://www.ethics.org.au/about-ethics/ethics-centre-articles/ethicssubjects/holistic-ethics.html.– Stein, R. (1990). Ethical issues in counselling. New York: PrometheusBooks– Welfel, E. (1998). Ethics in counselling and psychotherapy: Standards,research and emerging issues. San Francisco: Brooks/Cole PublishingCompany– Wozny, D. (2007). “Living the ACA Code of Ethics” Project: Integratingethics in counselors’ personal lives. Retrieved June 1, 2007 fromthe World Wide Web:http://counsellingoutfitters.com/vistas/vistas07/Wozny2.htm– Zur, O. (2006). Guidelines for non-sexual dual relationships and boundariesin psychotherapy. Retrieved June 1, 2007 from the World Wide Web:http://www.drzur.com/dualrelationships.html.TREASURES FOR INSPIRATION“Have the courage to say no. Have the courage to face the truth. Do the right thing because itis right. These are the magic keys to living your life with integrity.”~ W. Clement Stone8

THE PROFESSIONAL COUNSELLOR01 2011INSIDE THE INSTITUTELearn How You Can Gain Specialty Expertise and aGraduate Qualification with a Vocational GraduateCertificate or Vocational Graduate Diploma inCounselling......In Only 6 to 12 MonthsMore and more Counsellors are gaining advancedspecialist skills with a Vocational Graduatequalification. Vocational Graduate qualificationsprovide a higher level, vocational alternative totraditional Post Graduate courses offered byUniversities.It’s time and cost effective, meaning you can gain aformal graduate qualification in 6 to 12 months in yourspecialist area. Here’s how a graduate qualification canadvance your career:• Develop a deeper understanding of your area ofinterest and achieve more optimal outcomes withyour clients.• A graduate qualification will assist you move upthe corporate ladder from practitioner tomanager/ supervisor.• Make the shift from being a generalist practitionerto a specialist.• Gain greater professional recognition from yourpeers.• Increase client referrals from allied healthprofessionals.• Maximise job opportunities in your preferredspecialty area.• Formalise years of specialist experience with arespected qualification.Save Over $6,000 (67% Discount to Market)A Vocational Graduate Diploma at a university costsbetween $10,000 and $38,000. BUT, you don’t have topay these exorbitant amounts for an equally highquality qualification. You can do your qualificationwith the Institute and save a massive $6,000+ on thecost of doing a similar course at university.To learn more, please visit www.aipc.net.au/vgd.Alternatively, call your nearest Institute branch on theFreeCall numbers shown below.Sydney: 1800 677 697Melbourne: 1800 622 489Perth: 1800 353 643Brisbane: 1800 246 324Adelaide: 1800 246 381Regional NSW: 1800 625 329Regional QLD: 1800 359 565Gold Coast: 1800 625 359NT/Tasmania: 1800 353 643Specialise in 8 Popular Areas of Counselling byUndertaking Advanced Study MajorsThe Diploma of Counselling is supported by anumber of optional Advanced Study Majors. AdvancedStudy Majors allow you to study and gain advancedknowledge and skill in the specialised counselling areaof your choice.The Advanced Study Major Program involves thecompletion of one or more optional Advanced StudyMajors in addition to the Diploma of Counselling. TheMajors provide you with the opportunity to specialisein any of the following highlyrelevant fields of counselling:• Abuse Counselling• Relationship Counsellingand Conflict Resolution• Career Counselling• Grief and Loss Counselling• Child Development andEffective Parenting• Workplace Counselling• Counselling Clients withAddictions• Family Therapy“There is nolimit on thenumber ofAdvancedStudy Majorsyou canundertake.”The Majors are specifically designed to provide youwith a higher level of practical and theoreticalknowledge in a specialised field of counselling. Youare able to enrol into an Advanced Study Major at thetime of your enrolment into the Diploma ofCounselling, or at any subsequent time.The advantage of early enrolment in an AdvancedStudy Major is that studies can be completedconcurrently with your Diploma. There is also no limiton the number of Advanced Study Majors you canundertake.The Advanced Study Majors can be completedeither externally or face-to-face. Studying your ASM viathe traditional external option follows a similar processas completing your studies for the Diploma. Studentsare sent a workbook and readings for the ASM andsubmit their assessment for marking.Alternatively, students are also able to completetheir ASM by attending a workshop. Many studentsenjoy the interactive, practical workshops because theyare a refreshing change from the traditional externalstudy method and provide the opportunity to meetother students. Students also have the flexibility tochange into this mode of study even after selecting theexternal option.For further information:www.aipc.net.au/enquiries/dipcouns/advancemajor.php9

THE PROFESSIONAL COUNSELLOR01 2011FEATUREUnderstanding Therapeutic BoundariesBoundaries are a crucial aspect of any effectiveclient-counsellor relationship. They set the structure forthe relationship and provide a consistent frameworkfor the counselling process. Some boundary lines areclear. Most counsellors would acknowledge that it isethically problematic, for example, to counsel your expartnerbecause the pre-existing relationship impairsobjectivity and serves to undermine the professionalrelationship.Whilst situations such as these are clearlyproblematic, outside of such elementary confines arenumerous situations where the delineation ofboundaries is less clear. These situations fall outside ofthe formal code of ethics and lie instead in anambiguous grey area.Should a counsellor, forexample, who runs into a clientsocially (such as at a restaurant,party or their local gym) engagein social chitchat or leaveimmediately? Can a client andcounsellor both serve on thesame school or charitycommittee without distortingtheir therapeutic relationship?Would a counsellor who hassupported a client throughyears of counselling be able toethically attend that client’swedding? Can a counsellor givea compassionate hug to adistraught client after aparticularly painful session?The answers for manycounsellors will be made alone,being reliant upon theirindividual theoretical“To be aneffectivecounsellor,one cannotdisengagefrom theclient to theextent thatthecounsellorcannotempathisewith theclient.”persuasions and personalities as each dilemma arises.Other factors the counsellor needs to consider are theclient’s personality, emotional maturity and insight.This is why some counsellors will have a cup of teawith their clients during the counselling session, andothers will not. Some counsellors will have familyphotos in their offices and others will not. Some willattend an occasional social function where a client ispresent and others will leave a party as soon as theysee a client across the room.For the counsellor who is struggling with theseambiguous boundaries, the question that must remainuppermost in his or her mind is, “Does this serve theclient’s therapeutic interests?”What are boundaries?Boundaries are guidelines that are based on thebasic principles of the counsellor/practitioner code ofethics.Corey (1996) briefly outlines five of these principles:1. Beneficence: a counsellor must acceptresponsibility for promoting what is good for theclient with the expectation that the client willbenefit from the counselling sessions.2. Nonmaleficence: “doing no harm”. Thecounsellor must avoid at all times, (eveninadvertently) any activities or situations with theclient that could cause a conflict of interest.3. Autonomy: the counsellor’s ethical responsibilityto encourage client independent thinking anddecision-making, and to deter all forms of clientdependency.4. Justice: the counsellor’s commitment to providean equal and fair service to all clients regardlessof age, gender, race, ethnicity, culture, disabilityand socioeconomic status.5. Fidelity: being honest with clients and faithfullyhonouring the counsellor’s commitment to theclient’s progress.The confusion caused by boundaries is bestdescribed by Corey (1996) as a continuum, rangingfrom disengagement (rigid, inflexibleboundaries/guidelines) to enmeshment (flexibility tothe point of diffusement) with a large grey area inbetween that is notoriously ambiguous and dependentupon the counsellor, the situation and the clientschanging needs and circumstances (see Figure 1).To be an effective counsellor, one cannot disengagefrom the client to the extent that the counsellor cannotempathise with the client. That is not the purpose ofcounselling and is counterproductive to thetherapeutic relationship.However, the counsellor does not want toempathise with the client to the extent that they hugthe client upon meeting them or rant and rave withtheir client in a mutual expression of anger. Norwould the counsellor pop in to visit at the client’shome on their own way home from the office. This isthe behaviour of a friend, not a counsellor. Hence,boundary violation has occurred.Ambiguous boundaries often arise in counselling,but strict responsibilities do apply to the counsellor inrelation to their duty to inform clients of thelimitations on client confidentiality. Such informationforms a large part of informed consent and informedconsent is a fundamental client right.10

THE PROFESSIONAL COUNSELLOR01 2011Case Study 1Jenny had been seeing her counsellor, David,for two years when she was rushed to hospitalfor emergency surgery. As she was extremelystressed and upset on the phone, David visitedher at the hospital the following day. Jenny wasin horrific pain, and David sat in a chair besideher bed and took her hand when she held it outto him. David offered some words of comfort,and after ensuring that the family would bevisiting Jenny soon, he left the hospital.Jenny was aware that this was an exception toher usual counselling sessions with David and itwould not be repeated. David’s visit to thehospital simply meant that he cared for her andcould appreciate the depth of her pain andvulnerability.At the first counselling session with Jenny afterher discharge from hospital, David took the firstfew minutes of the session to discuss his visit tothe hospital to ensure that Jenny understood fullyits place in the context of the therapeuticrelationship.While some counsellors would not have visitedJenny at the hospital, arguing that it took thetherapeutic relationship outside of the confines ofthe office and that the counsellor’s behaviourcould have been misinterpreted by the client,many other practitioners believe that a decisionmust be based on the individual circumstancesand the uniqueness of each relationship witheach individual clients.The professional manner in which Davidconducted himself during the hospital visit andlater at the first counselling session allowedDavid to move the boundaries in all goodconscience. He was not cavalier about his visit tothe hospital, rather he carefully thought out hisdecision; considering the ramifications andbenefits for his client. His behaviour wasappropriate as a professional, in a professionalsetting, he did not make the mistake of thinkinghis visit was equal to that of a friend and neitherdid he behave as a friend. Also, as soon as hewas able, he spoke to the client to clarify thevisit and remove any possibility of ambiguity orinnuendo.Efficient counsellors recognise that the intensefeelings that can rise in the counselling session canoften challenge a counsellor’s personal andprofessional boundaries. Counsellors who understandthe serious effects of their own personal power, andhow that can be misinterpreted by the client, also takethe boundaries of the counselling profession seriously.When counsellors chose to be flexible regardingboundaries they do so carefully, having taken intoaccount the ramifications of their flexibility for theirclient.Why do we need boundaries?Boundaries give protection to the counsellor andthe client. They provide guidelines for the counsellingprocess by removing ambiguity concerning expectedbehaviour.Consider the following case study:Case Study 2Allan (a counsellor) had a particularly stressfulday before Andrea, his 3:00 pm client, who hehad been seeing for almost two years, arrived.Still feeling stressed and in a lapse of commonsense he said, “I feel terrible and put his armsout to Andrea indicating he wanted a hug”.Andrea was happy to give Allan a hug. To Allan,it was an isolated incident, never to happenagain.Later Andrea would explain how being askedfor a hug by her counsellor made her feel as ifshe were a special client. When she left theoffice, Andrea felt happy about the hug andfantasised a little about Allan. At the time, shewas not in an intimate relationship with anyone.At the next appointment when Allan went tothe reception to bring Andrea into his office, sherose quickly from her chair and hugged him. Thistook Allan by surprise but at this point he chosenot to say anything.Some months later when Andrea again greetedAllan with a hug, he instantly became distant,and explained that “it was not appropriate to hugin the client-counsellor relationship”. In the officeAllan explained to Andrea, “You want more fromme, than I am willing to give”. Allan would notsay openly to Andrea, but he felt that she wasneedy and wanting too much.Andrea felt devastated and rejected. However,she continued to see Allan as her counsellor anddid not mention her feelings for some months.When she was able to find the courage, sheexplained to Allan, that she felt that somethingspecial had been taken away from her, when hedid not return her hugs. Andrea’s parentsdivorced when she was young and at the timeshe felt that the father she loved dearly wastaken from her, because he had moved out of thefamily home. Andrea had similar feelings whenAllan would not return her hug. She felt rejectedbecause something that brought her happinesswas taken from her again.Allan acknowledged that he should never havehugged Andrea. That he had breached hisboundaries for his own needs and not those ofthe client.11

THE PROFESSIONAL COUNSELLOR01 2011Michael Kahn (1997) suggests that when boundariesare moved, there are two criteria that affect the client:seduction or punishment.Seduction in this sense is not meant to as anintimate or sexual act; rather it is used to describe anyact that by the counsellor that suggests to the clientthat anything more than a strictly therapeuticrelationship is possible. While punishment is used todescribe anything that the counsellor does that couldharm or hurt the client, Kahn also prescribes that anybehaviour that is done in order to satisfy thecounsellor’s needs would also be consideredpunishment of the client.For example, in the case of Allan and Andrea, Allanputting his arms out indicating he wanted a hug, gaveAndrea the impression that she was somehow aspecial client. While Allan admitted that his behaviourcrossed the boundaries, he nevertheless wasresponsible for giving Andrea the impression that shewas a special client to him.When Allan withdrew his hugs from Andrea, it wasbecause he felt that Andrea was too ‘needy’ andwanting more from him than he wanted to give. Heonly considered his own feelings and concerns forhimself. He did not consider stopping the hugsbecause he was fearful of how Andrea may interpretthe ongoing hugs or how she would feel when theywere stopped.Allan’s first indication that he wanted a hug was inhis own interests and not in the interests of the client.He did not consider the effects that first hug couldhave on the client, he acted impulsively. This, Kahn(1997) would describe as seduction. Asking for thehug, gave Andrea the impression that she was morethan the “other” clients, she was special and thereforeher therapeutic relationship with Allan was different.Boundaries offer clients a sense of security in whichthey can fully disclose information about themselves inan accepting and non-judgemental environment. Thestructure of boundaries in the counselling process ismeant to give the client a sense of security and safetywhile feeling vulnerable. Furthermore, the client ismeant to feel that they can be open and honest withthe counsellor. Due to the level of intimateinformation that can be revealed at a counsellingsession, the therapeutic relationship will always be atrisk of boundary violations.DisclosureDisclosure is another controversial issue whenexamining boundaries. There are two issues toconsider regarding disclosure. The first is counsellordisclosure and confidentiality. The second iscounsellor disclosure (i.e. how much does a clientdisclose about their own lives to a client?). Somecounsellors would argue whatever is appropriate (butthis is ambiguous). Other counsellors would argue thatnothing at all should be disclosed to a client.However, there is a balance.Firstly, when clients enter into a counsellingagreement, they are often assured that theirconfidentiality (within limits) will be respected. Thisencourages honesty from the client and provides thesecurity of knowing that their very private informationwill not be disclosed to irrelevant individuals.Clients must also be aware that their counsellorcould be subpoenaed to give evidence in court(Geldard & Geldard, 2005) and“Efficientcounsellorsrecognisethat theintensefeelings thatcan rise inthecounsellingsession canoftenchallenge acounsellor’spersonal andprofessionalboundaries.”if the counsellor should chooseto withhold information at thehearing, the consequencescould be that the counsellorwould be held in contempt ofcourt. Client files can also besubpoenaed by the court. Insome states of Australia,mandatory reporting is requiredby counsellors in regard tosuch issues as child abuse.For the counsellor, who ishoping to find some guidelinesto their own level of disclosure,Corey (2004) advises that theskill is knowing what todisclose, when it is appropriateto disclose and how much todisclose.Inexperienced counsellorsoften have a desire to do theright thing by the client andtherefore behave strictlyaccording to the code, oftenlosing their unique style in anattempt to uphold professionalism. Hence, Corey(1996) explains that inexperienced counsellors in theirdesire to be effective, often become passive, listeningand reflecting not going with their own insight orintuition. They often therefore miss opportunities tobuild rapport and can leave the client feeling that theircounsellor could not empathise with them.Corey (1996) explains further that at the other endof the spectrum, counsellors can be so eager to provetheir humanness to the client, that they tell clients toomuch about themselves, taking the focus of therapyoff the client and onto themselves.The key point to remember is that disclosure shouldencourage the client to deepen their level of selfexplorationor enhance the therapeutic relationship.Excessive counsellor disclosure could mean that thecounsellor is satisfying his/her own needs and not theneeds of the client. The effect of over disclosure bythe counsellor could be damaging to the client. Clientscan feel empathy for the counsellor, suffer vicarioustransference or simply be shocked that such a thingcould happen to the counsellor. On the other hand,clients may feel that their concerns are being12

THE PROFESSIONAL COUNSELLOR01 2011trivialised if the counsellor’s experience is similar, butworse, than their own.Case Study 3Susan is a sole parent who sought the servicesof a counsellor sometime after her marriageended in divorce. She felt over-whelmed by thedemands of taking care of three children on herown and coping with the everyday problems ofgetting them to their respective schools each dayand to their extracurricular activities after school.She was also studying and working part-time atnight.Susan understood that her ex-husband couldnot be relied upon for child support andtherefore knew she needed to work to ensureshe could provide for her children. While sheunderstood the quality of their lives would lessena little until she completed her studies, shehoped to make it up to the children afterwards.She also believed in helping at her children’sschools and a little at the local church.After two years of burning the candle at bothends, with study, work and being a sole mother,Susan felt burnt out. She decided to seek theassistance of a counsellor to help her decidewhere to draw her boundaries and how toreduce her workload before she became sick.The first counsellor (Counsellor A) Susan met,introduced herself politely, led Susan to an officeand explained the counselling process and thelimits of confidentiality. She offered Susan a glassof water, then sat back ready to listen.Then it was Susan’s turn to speak and explainthe reasons why she sought counselling. Susanexplained that she felt that her life was onecontinuous rush between study, children,housework and work. That she didn’t get thechance to stop for a break during the day, herbreaks at work were spent doing homework andwhen she had to wait in the car to pick up herchildren she used this time again for study. Shedid not socialise with friends as she did not havetime and while surviving on four hours sleep anight, she was still falling behind in her studies.While Counsellor A, at first seemed tounderstand and empathise with Susan’s plight,she asked few questions, and then immediatelyset about problem solving for Susan, drawingSusan the Wheel of Life, explaining that Susandid not balance her time. She explained thatSusan must learn to say “no” to other people,and then gave Susan time management strategiesto take home. Counsellor A was efficient, logicaland rational, but totally missed the opportunity tohelp Susan to explore her underlying problemsrelating to a need for perfection and personalfamily values.Susan left the office feeling frustrated. She feltthat the counsellor was not interested in her as aperson and that she did not have or want thetime to give to Susan. Susan knew she would notreturn to Counsellor A. Susan felt that thecounsellor did not understand her need to fulfilher responsibilities to her family. The counsellorhad simply told her what she already knew. Sheknew life was out of balance, she also knew shehad excellent time management skills (this is howshe managed to do three times the work of herfriends). What she wanted to know was how tochange.After some weeks, Susan decided to tryanother counsellor. This counsellor, (CounsellorB), again greeted Susan in the reception area,lead her through to the office, explained thecounselling process, offered her a glass of waterand sat back to listen.As Susan explained her story again, CounsellorB seemed so much more compassionate, sheexplained to Susan, “I went through somethingsimilar”, and “Oh, I know just what you mean”.Before long Susan found herself listening to thecounsellor and identifying with a lot of what thecounsellor said. At the end of the session, thecounsellor said to Susan, “You will get throughthis, I did”.Susan paid her account, but felt that she hadcounselled the counsellor rather than the otherway round. Susan was not given the opportunityin a safe environment of exploring herunderlying beliefs and values. She left unawareof how to challenge her own irrational beliefsand she felt even more fearful about her future.Susan knew she needed to change her behaviour,but she did not know how to do that. Susan feltfrustrated that she did not get what she came for.She felt angry at herself for not being moreassertive with the counsellor, and angry at thecounsellor for taking her money, when clearlyshe did not earn it. Twice she had reached outfor help, and twice no-one listened to her. Susanfelt despondent and decided to just give up onseeing counsellors.Respect for the ClientGeldard and Geldard (2005) explain that regardlessof who the client is, and regardless of their behaviour,the client has come to the counsellor for assistanceand deserves to be treated as a person of worth andvalue.Many counsellors believe that there is good in eachof us, and for the potential of that to surface,individuals need to feel appreciated and valued.Counsellors therefore have a responsibility to assistclients to feel good about themselves, and to increasethe client’s sense of self-worth.13

THE PROFESSIONAL COUNSELLOR01 2011Values and beliefsIt is not respectful to impose our own personalbeliefs and values upon clients. It is our role to acceptthe client for who they are and where they currentlyare in their life. Geldard and Geldard (2005)emphasise that when a counsellor’s values areimposed on an individual, they tend to react byrejecting those values withoutconsideration and withdrawingfrom counselling.An involuntary client, whois unable to physicallywithdraw from counselling,may withdraw emotionally,and become unmotivated toaccept the counsellor’ssuggestions. Imposing one’svalues upon the client isindicative of judgement.Paradoxically, if we are toaccept the client for the person“Counsellorshave aresponsibilityto assistclients tofeel goodaboutthemselves.”they are regardless of their values, over time, theclient’s values tend to grow closer to the values of thecounsellor, because as Geldard and Geldard (2005)suggest counsellors do become role models for theirclients.LanguageAppropriate use of language is essential, to showingthe client respect, (Brems, 2001). Many counsellorswork with clients whose colourful language is simplya part of their vocabulary. Some individuals who havebeen raised in households where swearing anacceptable part of everyday language, yet others find itabrasive or disrespectful. It is imperative thatcounsellors are always aware of the language they useand its aptness in relation to the context and theclient.PaceBrem (2001) explains that counsellors must practicepatience and accommodate a client’s pace incounselling. Some clients will come to counsellingunsure of what they want to say. When this happens,clients can take an extended length of time to choosethe word that best describes their situation or feeling.This is when the counsellor must sit quietly with theclient and simply be present. It would beinappropriate to complete client sentences for them,try to rush them or use some other behavioural cue toencourage the client to move along quicker with theirstory.Case Study 4Joanne, who worked as a counsellor for aprestigious counselling organisation, wouldalways present at work immaculately. She tookpride in her appearance and always pursued aprofessional image.Joanne would always read through her clientcase notes to remind herself of the content of theprevious appointment, prepare a clean glass ofwater for the next client and organise anyhandouts or relevant material required for thenext appointment.Joanne also volunteered some nights for acommunity organisation that worked with ‘streetkids’. She felt that this work was most rewardingto her in that she gained satisfaction seeing thechanges brought about in the kids due to thecommunity organisation’s policies of supportingyoung people. They learnt to examine their livesand make goals, and then were encouraged toreturn to their education or find apprenticeships.Joanne enjoyed the company of the kids, thestories they would tell of their adventures duringthe day and minor brushes with the law. Thesestories were told in a jovial manner with muchenthusiasm and colourful language. Joannewould often use the same colourful language tobreak down barriers and help to put therelationships on a more equal basis.While preparing the paperwork for her 10:00am client, Joanne reminisced about her work theprevious night. She was pleased a young 16 yearold adolescent was beginning his apprenticeshipnext week, and remembered how he playfullyboasted about his future and dreams to one dayown his own car repair company.When Joanne’s 10:00 am client arrived earlyand was mistakenly shown into her office by thereceptionist, Joanne had not been able to gatherher thoughts. For the first few minutes of thecounselling session, Joanne spoke to the formalMs Cartwright as if she were back with heradolescent clients, asking Ms Cartwright, “Howthe *&^&^^ was she?” And “What the *&^%% hadshe accomplished since their last appointment”?Seeing the shocked look on Ms Cartwrightsface, Joanne immediately realised her mistakeand profusely apologised.The limitations of the client-counsellor relationshipWe all have boundaries to protect our privacy as anindividual. They can shift and change depending uponthe situation or with whom we are interacting at thetime. For example, when beginning a new job, ourinteractions with our colleagues mostly focus on ourprevious work experience, as we become morefamiliar with our environment we reveal morepersonal information about ourselves, such as ourfamilies, hobbies and week-end activities. Not untilrelationships have proven the test of time, do webegin to trust our colleagues to speak about personalor family problems. It is the opposite in a clientcounsellorrelationship.14

THE PROFESSIONAL COUNSELLOR01 2011The client-counsellor relationship is unique becauseit begins with the client entering into counselling withthe expectation that they will find a safe environmentwhere their interests are given the utmostconsideration by the counsellor; where they can findassistance to work through their problems and trusttheir counsellor to have theirbest interests at heart.The client-counsellorrelationship is not an equalrelationship. Geldard andGeldard (2005) explain thatregardless of how much efforta counsellor puts into makingthe relationship equal, thecounsellor will inevitably be ina position of power andinfluence. Clients are oftenhighly emotional when theyvisit a counsellor, and aretherefore vulnerable. The wayin which a counsellor relateswith a client is uncharacteristicof human behaviour (Geldard& Geldard, 2005).As the counsellor devotes“... thecounsellor’spower andthe client’sbiasedperceptioncombine tomake theclient veryvulnerable tooffers offriendship.”most of their energy to listening to and understandingthe client, the client will only see a part of thecounsellor’s character, and under these circumstances,a client could perceive the counsellor to beunrealistically caring and giving. Hence, thecounsellor’s power and the client’s biased perceptioncombine to make the client very vulnerable to offersof friendship.Conversely, the counsellor is also vulnerable in thecounselling relationship. Inevitably the relationship candevelop real closeness as the client shares theirinnermost and personal thoughts. While counsellorslearn to be compassionate and empathic, their uniqueclient-counsellor relationship can become closer thanis appropriate for the professional relationship.The responsibility of the counsellorThe counsellor may often experience conflictingresponsibilities toward their client, the agency thatemploys them and to the community. A counsellorwho is in any doubt where their responsibilities liemust consult with their supervisor.Of utmost importance is the responsibility thecounsellor has to address a client’s request forcounselling assistance. There is always an impliedcontract of confidentiality between client andcounsellor unless the counsellor informs the client thatit does not exist.While counsellors must always be aware of theirethical and legal responsibilities to their clients, firstand foremost they have a responsibility to theiremployer, to ensure that all the work carried out whileemployed by that organisation fulfils the requirementsof the organisation or institution first. If the counsellorfeels that there is a conflict of interest, they mustspeak with their supervisor or approach managementto discuss the issue.Counsellors must be aware, at all times, of theirresponsibility to the community and this may clashwith the confidentiality status of the client. Counsellorsmust report to the appropriate authorities if theybelieve their client or a member of the community isat immediate risk of harm.These responsibilities can cause conflict for thecounsellor who may wish to be loyal to their client.Often these decisions are not black and white, butmany shades of grey and it can be difficult for thecounsellor to serve the needs of the community andthe client. The counsellor must speak with theirsupervisor if there is any doubt.Copyright © 2010: Mental Health Academy Pty LtdSource: www.mentalhealthacademy.com.auREFERENCES– Brems, C. (2001) Basic skills in psychotherapy and counselling. CA:Wadsworth/Thomson Learning.– Corey, G. (1996). Theory and practice of counselling and psychotherapy.CA: Brooks/Cole.– Corey, G. (2004) Theory and practice of group counselling. USA:Thomson, Brooks/Cole.– Geldard, D., & Geldard, K. (2005) Basic personal counselling: A trainingmanual for counsellors. NSW, Australia: Pearson Education.– Kahn, M. (1997). Between therapist and client (revised ed.). USA: W.H.Freeman & Company.– Seligman, L. (2006). Theories of counselling and psychotherapy. USA:Pearson, Merrill, Prentice Hall.15

THE PROFESSIONAL COUNSELLOR01 2011SOCIAL ISSUESWe would value your input and opinions regarding this article. If you would like to comment on the content of this article pleaseforward your feedback (for possible inclusion in an upcoming issue of The Professional Counsellor to: AIPC “Social Issues” Att: Editor,Locked Bag 15 Fortitude Valley Qld 4006 or send in an email to: editor@aipc.net.au.Breaking Away from the PackThe thought of entering private practice can be daunting,but many counselors find the payoffs well worth the riskBy Lynne ShallcrossFor Margie Williams, the goal was always to be herown boss. “In grad school, I knew that I’d have tolearn to be a therapist by actually doing it, and thatmeant putting in the time at the best training site Icould talk my way into. The years I spent working ata residential treatment center gave me a solidfoundation in every aspect of this field, until therecame a point when I was ready to call my own shots.”Williams, who runs a private practice in Tucson,Ariz., is hesitant to call herself a born entrepreneur,but she knows she’s never been happier. Manycounselors-in-training and veteran counselors alikehave dreams of one day working in private practice,so Counseling Today reached out to a handful ofprivate practitioners and asked them to share a littleabout the challenges they have faced, the lessons theyhave learned and the strategies they haveimplemented to ensure success.One message came through loud and clear: Privatepractice is gratifying for so many. As Williams says,“It’s so much fun, it’s silly to call it work.”Putting the dream within reach of othersStories of successful clients arenever far from Deborah Legge’smind. Legge, a private practicementor and a member of theAmerican Counseling Association,recalls one counselor who wasinvolved in agency work for severalyears before getting the itch to starta private practice. With Legge’shelp, the counselor went fromhaving no clients to having morethan 30 per week, running her ownpractice and renting space to otherclinicians.Then there’s the psychologist“It isestimatedthat thereare morethan 400differenttypes oftherapy.”who worked for many years in a college counselingsetting before transitioning to self-employment.“Before she had to juggle her responsibilities as amom around a Monday-to-Friday, 9-to-5 job,” Leggesays. “Now she sees as many clients as she likesduring the hours her kids are in school. And in thesummer, she decreases her practice so she can spendeven more time with her children and family. Isn’t thatgreat?”16Legge also mentions a social worker client who hadbeen employed by agencies for about 15 years. Thesocial worker moved into private practice but didn’tsee much of a spike in finances. After working withLegge, however, the social worker found a new spacewith significantly lower rent, her client hours increasedand her overall income grew to six figures. “This is awoman who settled for a piece of the pie when shereally wanted the whole thing,” Legge says. “Our worktogether showed her that it was her pie to take. Soonshe had the courage, resources and confidencenecessary to have what she really wanted all along.She has been going strong for almost four years nowin her new and improved private practice, and I can’thelp but feel joy whenever I think of how happy sheis.”Legge, an assistant professor in the mental healthcounseling program at Medaille College, also seescounseling clients out of her Buffalo, N.Y., practice.She points to the growth of the counseling professionas the reason why her work as a private practicementor is so vital. According to the Bureau of LaborStatistics, counselors held more than 665,000 jobs in2008, and an 18 percent increase in jobs forcounselors is projected between 2008 and 2018. “Asour field grows, more and more counselors breakaway from the pack to pursue private practice,” saysLegge, who will present the Education Session“Beyond Dollars for Hours: Maximizing Your PrivatePractice Potential” at the ACA Annual Conference &Exposition in New Orleans on March 27 at 10:30 a.m.Legge sees clients at all stages, from those whohave a dream to open a private practice to those whohave already made that move but are struggling tomake it work. Although some of the mentoring isconducted face-to-face, Legge works with about 75percent of her mentoring clients, who hail from allover the country, via Skype, e-mail or phone.Counseling is a second career for Legge, whoworked in sales before going back to graduate school.After graduating, Legge says she quickly realized thatto survive financially, she needed to go into privatepractice. She worked part time as a research assistantfor about three months while she got her practice upand running. To find clients initially, Legge networkedwith anyone she thought could provide referrals, fromphysicians and psychiatrists to other counselors, clergymembers and school systems. She also volunteered

THE PROFESSIONAL COUNSELLOR01 2011her time speaking in the community on mental healthissues, as well as offering trainings and workshops.Although Legge now has a strong referral base inthe community and gets many of her counseling andmentoring clients via word of mouth, she hasn’t pulledback from efforts to get her name out there. Shewrites blog posts, networks with colleagues, usesFacebook and even reaches out to other practitionerswho work as private practice mentors in an effort tocollaborate. Legge runs CounselorsCorner.net for hercounseling clients and uses InfluentialTherapist.com toshare information about private practice work and toprovide mentoring services. “When people start toread things that are important and helpful, they thinkof you when they’re looking for a mentor,” she says.With the knowledge she’s gained from starting herown practice, Legge helps her mentoring clients forgetheir own paths. She says she creates a personalizedplan for each mentoring client because each client hasunique needs. Some want to go into private practicepart time, while others want full-time work. Somehave trouble with the business aspects of privatepractice, while others want help with marketing. “I tryto help people reach the potential they’ve set forthemselves,” Legge says.Breaking free from the “dollars for hours” mentalityis one topic that Legge addresses with many of hermentoring clients. Most clinicians learn in school thatone client equals one billable hour, Legge says, socounselors receive the message that they can make asmuch money as they want — just as long as they’rewilling to fill a corresponding number of hour-longslots each week. “But when you want that to be yourfull-time career and something you want to take intoretirement,” she says, “people don’t know how they’regoing to make more money than the hours they put inor how they will ramp down in retirement.”Legge acknowledges that some practitioners arehappy with the dollars-for-hours mentality but saysmany of her clients are not. She helps those who wantto broaden their income opportunities explore howthey can generate more money or work less time intheir practice. “You need to find ways to either takeyour own work and your own ideas and make themmore accessible to more people without having toinvest more of your time, or you need to find ways toutilize others to bring in income for you,” Legge says.Legge leases rather than owns the space where herpractice is located, and one way she makes additionalincome is by subleasing the space to other counselors.Another revenue-generating idea she offers tocounselors is creating products from the work they do,such as videotaping a seminar or workshop, and thenselling those products. She also recommends thatprivate practitioners look into writing books, hiringother professionals to conduct trainings or groups onthe practitioner’s behalf or taking a role as an affiliatefor products that the practitioner believes are helpful.With the last option, Legge says, counselors should becareful about first checking into any potential ethicalissues.Legge tells her mentoring clients to marketthemselves as best they can by picking a niche, gettingtrained in it and then going out and talking about iteverywhere. But she also advises budding privatepractitioners to ditch their competitive natures andpick up a spirit of collaboration in their search fornew clients.“I’ve seen that professionals who feel in competitionwith others usually end up spending a lot of timelooking over their shoulders and looking at life withan expectation of scarcity,” she says. “It is a lonelyexistence. Recognizing and celebrating the abundancelife has to offer, including clients, referral sources andbusiness opportunities, allows us to collaborate freely,learning from each other and feeling supported alongthe way. I truly believe that the joy of success is foundin sharing it with others.”This article continues...View full article: http://bit.ly/i3ishd© American Counseling Association 2011What are your thoughts on this article? We would loveto hear your opinion!Send your comments to editor@aipc.net.au and we’llconsider it for publication in an upcoming edition ofthe Journal. Comments can vary from 300-800 wordsand should include your name, qualifications andcontact details.17

THE PROFESSIONAL COUNSELLOR01 2011FEATURECounselling DilemmaYou have been retained by a company to counsel amember of staff who is currently on stress leave fromher job. During the first session with this person youdiscover that her immediate supervisor is a privateclient who has been coming to you for counselling forsome time. The staff member tells you that thissupervisor is the main cause of the problems whichhave led to her being on stress leave.What would you do to resolve this ethical dilemma?Share your thoughts and read what professionalshave commented:http://bit.ly/ervX3mComments on a previous dilemma:Click the following link to view responses to“A Dilemma Involving Self Harm”, featured in aprevious edition: http://bit.ly/fBZ29KFEATUREBook ReviewThe Truth About GriefKonigsberg, R. (2011). The Truth About Grief: The Mythof Its Five Stages and the New Science of Loss. Simon &Schuster, 272 pages.Elisabeth Kübler-Ross’s famous fivestages — denial, anger, bargaining,depression and acceptance — havebeen taught all over America andbasically become part of ourvernacular. In fact, in many waysthese stages have been taken asgospel, as prescriptive phases thateveryone goes through.But would you be surprised tolearn that this theory was basedon interviews with terminally illpatients, not with people wholost a loved one? That itoriginally described how peopledeal with their own impendingdeaths? That Kübler-Ross’stheory has never been validated by onesingle study?The Truth About Grief: The Myth of its Five Stages and theNew Science of Loss by journalist Ruth Davis Konigsbergdelves deeply into how Kübler-Ross’s stages (and herlegendary book On Death & Dying) were developed,the reasons for their mass appeal, the history of grief,the grief industry, the differences between the sexes(hint: this, too, is not what it seems) and grief amongdifferent cultures.Importantly, she dispels the many pervasive mythsabout grief and loss (in addition to Kübler-Ross’sstages, she talks about several other stepwise theories)by sharing a slew of scientific studies. In addition toproviding the findings, she also talks about how thestudies were conducted and includesinterviews with the researchers. Sheincludes interviews with griefcounselors and people who’veexperienced loss and thrived.She dedicates an entire chapter towidowhood. Books like Joan Didion’sThe Year of Magical Thinking paints grief astumultuous, heart wrenching and neverending.In On Grief and Grieving,Kübler-Ross said that “The reality is thatyou will grieve forever.” Konigsberg,however, writes that such books imply thatall grief looks like this, and that widowsnever recover. And if widows do recoverand go on to date or remarry, they’re seenas the exception. Or worse, they’re viewedwith suspicion (e.g., she probably hasn’tprocessed her grief fully yet) or judgment(e.g., how could she remarry so quickly? his body isn’teven cold yet). Konigsberg writes:“But having become accustomed, perhaps, tothe more dramatic narrative, we have begun toexpect all widows to adhere to it. And if theydon’t, we usually find a negative explanation fortheir recovery—that they didn’t really love theirhusband, or were cold, unfeeling people, or were18

THE PROFESSIONAL COUNSELLOR01 2011in denial and would eventually have a delayedreaction.” (p. 51)In the same chapter, she writes:“The danger here is that by normalizing anextreme reaction such as Didion’s, we’re inclinedto pathologize a more normal reaction (and bynormal I mean statistical norm).” (p. 52)Konigsberg also discusses how Kübler-Ross’s fivestages (and books on grief in general) erroneouslyshow a hopeless road, making people think that theymust grieve for the rest of their lives. To the contrary,Konigsberg writes that, according to research, “Loss isforever, but acute grief is not, a distinction thatfrequently gets blurred.”People having to process their pain has beenanother long-held belief.But Konigsberg reveals thatnegative emotions aren’t ascritical as previouslythought. That’s the othercommon myth: that negativeemotions are the only wayto cope with the loss of aloved one. In fact,according to the latestresearch, positive emotionsplay a pivotal role inhelping people deal withloss.She devotes anotherchapter to resilience andemphasizes that as a whole,“Konigsberg isan excellentwriter andprovides astraightforwardand rigorouslyresearchedlook at thereality of griefand loss.”research has shown that we’re pretty resilient peoplewho can overcome loss. In fact, Konigsberg citesseveral studies that show that most people get betteron their own (without needing to seek therapy) andthat acute grief symptoms subside by six months. (Asmall percentage of people do experience complicatedgrief and may need to seek treatment.)Konigsberg is an excellent writer and provides astraightforward and rigorously researched look at thereality of grief and loss. The Truth About Grief is not abook that tugs at your heartstrings — though herinterviews may — and at times, her style may beviewed as cold and callous, considering the subject.But that’s the point: to present a frank and clear-cutexploration of grief and loss; to reveal the truthbehind the pseudoscience of grief.Konigsberg easily weaves research findings into hercontent, so the reader doesn’t feel bogged down by abatch of data. Instead, the book is easy to read, eyeopening and enlightening. Readers will no doubt besurprised to learn how the five stages came to be, thattherapy is largely only helpful for people with anintense or chronic form of grief and that experts reallydon’t know what exactly helps bereavement.This book is a must-read for any professional andperson really, so that the next time you work with aclient or speak with someone who’s grieving — or ifthat someone is you — you know the facts and don’tespouse or rely on outdated and false information.You’ll know not to wait for the five stages either inyourself or someone else. You’ll know that peoplegenerally are resilient. And that current research isshowing us a totally different picture of grief than wasonce drawn.The Truth About Grief is a hopeful book. And that’sKonigsberg’s intention, as she writes in the Afterword:“Perhaps just the knowledge that our survivalinstinct is strong, and that a great many have notonly endured terrible losses but have alsothrived, can be a source of hope, something thatI found to be quite scarce in our grief culture.”(p. 197)But the book’s biggest strength is that it tells thetruth about something that everyone experiences thatfor decades our society has gotten entirely wrong. Shewrites:“But it certainly seems time to move beyondour current habit of using untested theories tocreate unnecessarily lengthy and agonizingmodels for loss, ones that I believe have createdmore fear of and anxiety about the experience.”(p. 197-198)Reviewed By: Margarita Tartakovsky, M.S.Source: http://psychcentral.com/lib/2011/the-truthabout-grief-the-myth-of-its-five-stagesBuy this book at Amazon:http://www.amazon.com/Truth-About-Grief-Stages-Science/dp/1439148333/psychcentral19

THE PROFESSIONAL COUNSELLOR01 2011GRADUATE SUCCESS STORIESAs this segment is a regular feature in “The ProfessionalCounsellor” I would like to invite Graduates to write to me withtheir own story for possible publication in an upcoming editionof “The Professional Counsellor”.Whether you have begun your own counselling practice, areemployed by an organisation or have gone on to study atUniversity we would love to hear from you. Please send your storyand photo to: AIPC, Editor, The Professional Counsellor, LockedBag 15, Fortitude Valley Qld 4006.This edition we are featuring graduate Jodi-AnneSmith and Angela Malone.Jodi-Anne SmithMy name is Jodi-Anne. I ama 2009 graduate of the AIPCDiploma of ProfessionalCounselling. It took me a lotlonger to complete theDiploma than normal as Istopped and started my studyseveral times. I followed myintuition and read in greaterdepth in the areas that I really loved like personcentred and gestalt approaches. I really appreciatedthe self-paced learning style and the support available.I completed the abuse major back in 2005 knowingthat this is the field I wanted to work in. I have spentmost of my life healing from an abusive childhood –full of parental neglect, alcoholism, emotional andsexual abuse. I have undertaken a lot of healingthrough self-analysis, being a client of a counsellorspecialising in art therapy and doing sessions with awide range of alternative therapists. I thrived onlearning about the healing process. I did the Diplomaprincipally to help myself, but I knew that once I’dreached a certain point in my own healing I wouldshare my story and support others on their healingjourneys.What I have discovered in working with survivors isthat most people who suffer abuse do not know howto heal and are too scared to embrace, feel andrelease the painful emotions. They fear beingswallowed up by them and never resurfacing. Theyfear discovering further abuse buried within and notcoping. They fear taking the risk to open up and lookwithin. Many don’t believe that they can heal and theydon’t believe they are worthy of love and of kindness.Their early treatment and conditioning is so negativeand so strong that healing and breaking free from itseems an unachievable goal.Trusting others, God or themselves is too foreign,too much of a stretch. It’s a massive undertaking trulyfacing all your conditioning and healing from childabuse. Many people don’t do it and end up repeatingpainful patterns throughout their life as those issuestry to surface to be healed. It is very sad seeingpeople trapped by the past. It is my privilege to be aguide, a role model, showing people how to heal andsupporting them through the process.Many years ago I started running short workshopsat a community college – ‘Overcome your fears’,‘Break free from repetitive patterns’, and ‘Heal frompainful families’. Class size was set at 27 and involvedproviding information, doing exercises, sharing andself-reflection. The content was mostly theoreticalcontaining lots of information from books that I hadfound useful in healing those issues in my life.It was very mental and quite impersonal. This suitedmany people as they weren’t yet ready to open up toomuch themselves, especially in such a big group ofstrangers. Some were ready, some weren’t. I sharedexamples from my healing journey and people toldme that they found this inspirational. It gave themhope that healing was possible and most importantly ithelped them to accept themselves more, to see thattheir experiences had led to their behaviour and lowself-esteem.While this is a great step forward I felt theworkshops were only an introduction to the process.More was needed to support them to actually makethe changes in their own lives. I now prefer to runworkshops with fewer participants where people canshare more of their own experience and speak fromtheir hearts about their process. I still providehandouts so that people can read the theory on howto heal, but I focus more on creating a loving andsupportive environment where people can get intouch with their pain, their intuition and what theyneed to do next. I prefer“Many don’tbelieve thatthey can healand they don’tbelieve theyare worthy oflove and ofkindness.”to provide ongoingopportunities for suchsharing through regulargroup work.I have recentlypublished a book titled‘The healing journeydemystified: achievingsustainability one heart at atime’. This book containsboth information on thesteps involved in healingfrom child abuse and myprocess through the stages as a real life example. Iexplain all my conditioning, my addictions used toavoid my pain and try to prove I was okay (study,work, relationships), my defense mechanisms andrepetitive patterns, the projections I used and therealisations I had as I healed. I have included20

THE PROFESSIONAL COUNSELLOR01 2011appendices showing how art and dream analysis canbe used as powerful healing tools.The feedback so far has been very positive withpeople saying that the book has helped them tounderstand their behaviour and provided insights as tothe next steps for them to take. If you are a survivorof child abuse or you work with survivors I’d like toinvite you to explore my websitewww.emergingself.com.au. There are links to a rangeof free e-books on personal development and manualson healing from child abuse. There is also a linkwhere you can purchase my book if you feel drawn todo so.I am very grateful to the AIPC for all their supportand for making the counselling study available in away that is so flexible. It was a great starting point forunderstanding human behaviour and counsellingapproaches. It was an important part in my healingjourney.Jodi-Anne Smith, AIPC GraduateWeb: www.emergingself.com.auEmail: jodi-anne@emergingself.com.auMobile: 0416 089 600Angela MaloneOne of my childhooddreams was to become acounsellor. I was young whenI started a family and did notwork until my children wereof school age. I found myselfalways helping people. I feltthat I was obtaining copiousamounts of experience, butsomething was missing. I realised that the somethingthat was missing was formal education and thereforestarted looking for the education that would best suitmy needs. My jobs were demanding and my passionand hunger to learn more, was increasing.After comparing the different organisations, I foundmyself drawn to a booklet which was sent to methrough one of my enquiries. This booklet was acourse prospectus from AIPC. It’s title: “The ideal wayfor you to become a counsellor”. The booklet wasimpressive. It had structure and I could follow whatthe Institute had to offer. It was basically what I waslooking for. The booklet covered and answered a lotof my questions. For example: Can I study and stillwork? Can it help me improve my performance in mycurrent job? Can this fit into my lifestyle? Is thereflexibility? Am I going to be able to access tutorialassistance because I want to study by correspondence?Is this course cost effective? Is this going to help meestablish my own private practice? All of thesequestions and many more were answered with a yes.In realising that there was possibility in achievingmy dream, I felt that I hit the jackpot. Wow, howexciting! I signed up in 2003 and successfullycompleted my Diploma in Counselling with threeadvanced study majors (Grief and Loss, Abuse, andChild Development and Effective Parenting) by theend of 2006. I was working, studying and maintaininga family. I was able to time manage things and growat the same time.The Diploma of Counselling gave me further insightas to who I was as a person and why certain peopleact the way how they do. It also gave me a betterunderstanding with such things as: practical skills“I wanted toobtain myBachelorDegree inCounselling,share myknowledgeandexperiencesand to movefully into thecounsellingworld.”when working with people,the ethical and professionalroles of counsellors, commonchallenges for clients andcounsellors, how tocommunicate more effectivelywith people, how to establishclient counsellor relationshipsand many other thingsregarding the counsellingprocess. This is the world thatI want to live in. The coursesubjects did not just apply tothe learning experience; theycould be applied to real lifesituations. I loved the learningexperience. I felt that I wasthriving and growing.After completing theDiploma and the Advancedstudy Majors, I found that Iwas able to set up my own private practice, withconfidence and a steady flow of clientele. This wasgreat, but I did not want to take on too many clientsas I did not want to set myself up to fail. I decided totread carefully and get a feel of the business and enjoymy achievements whilst still committed to the highdemands of case management and welfare work. Ibelieved that my commitments and connections withthe community would give me the continuedexperiential understanding of what people’s currentneeds are.Because I could see my life changing in a positivedirection, I became a telephone counsellor withLifeline in 2005, completed the Certificate IV intelephone counselling and facilitated groups, teachingnew trainees how to become telephone counsellors. Iam still involved with Lifeline as a telephonecounsellor and enjoy the connection and voluntarycommitment. Due to this involvement, I decided that Iwanted more education and I wanted to learn moreabout Counselling so that I could make that finalmove into the counselling world. I felt that the nextstep was to approach AIPC to see whether they couldoffer me the opportunity to complete the Bachelor21

THE PROFESSIONAL COUNSELLOR01 2011Degree in Counselling. My hunger increased and Ihoped that I would be able to fulfil this dream. AIPC’scourse material is excellent; it is structured and is userfriendly with information being specific. AIPC tends tomeet the needs of people.AIPC contacted me and advised me that they hadthe Bachelor Degree course on offer and askedwhether I would like to apply. Oh my God! Yes, I hitthe jackpot again. These people know how to deliverand I know that I will benefit greatly. How exciting. Iwas successful with my application and started myjourney. The first semester subjects were sent out andmy learning was to continue.At the end of January 2007, I was diagnosed withbreast cancer and was put in a position where mymortality was tested. I was not ready to die and I somuch wanted to complete what I started out toachieve. I wanted to obtain my Bachelor Degree inCounselling, share my knowledge and experiencesand to move fully into the counselling world. I wasnot going to give up.By being faced with the fact that my whole worldhad just been turned upside down, I decided that Ineeded to think this through. Am I being tested? Whatcan I do? What message am I getting out of this? Themessage was look at how you are living. I realisedthat something had to change. I was overworking inan extremely demanding environment, doing voluntarywork and starting to study full time. Something had togive.I decided to take time off work whilst undergoingtests, operations, and chemotherapy and radiotherapytreatments. This meant that I would put my life intothe medical team’s hands for twelve months and stillundergo my studies. My studies would be mydistraction. I continued toinvolve myself with thevoluntary work at Lifeline,teaching new telephonecounsellors and staying on thephones myself. This was mysense of staying connected tothe community.This was a huge adjustmentfor me as I was no longerworking. Yes, I had to look atwhat I was doing and“I am livingmy dream!I have movedinto thecounsellingworldfulltime.”acknowledge the overload. I had eliminated a lot ofstress and tiredness by not working, but the stress ofcancer did not go away. I started my medical andstudy journey, and enjoyed being able to lose myselfin the subject’s literature that AIPC had forwarded ontome. This gave me great opportunity to further explorewho I was.Due to the fact that my cancer journey wasunderway and there were study requirements(attending mandatory residential), I found myself facedwith a little problem. I could not attend the firstresidential. I was undergoing my second round ofchemotherapy treatment and I was not allowed totravel on any aeroplane. I could not be in contact withthe public due to the possibility of picking up a viralinfection, hence the possibility of other medicalproblems. Because of my dilemma, I contacted AIPCand spoke with my subject tutor. She acknowledgedmy dilemma and agreed that I could submit my workvia video.What a caring and empathic person. This reinforcedmy belief that AIPC delivers and meets individualneeds. My first year of study was great, exciting,frightening, harrowing and yet still disciplined. I wasconfronted with deep emotional, soul searching, andbody image issues (hair loss and weight gain) due tomedications and treatments. My family, friends,medical staff and AIPC were great supports for methroughout this journey. I was advised by some of themedics that ‘I would get chemo brain and not be ableto study or retain things’, but I proved them wrong. Iachieved good grades and was able to continuestudying as well as attend the second semester at theend of the year. I was determined that I was going tobeat this. I would do whatever I need to do to achievemy goal.I returned to work at the end of the year and foundthat I had to readjust again. I loved my job, but didnot like the long hours, the high needs of the clients,the physical demands on my body and the systemicconstraints. The environment was aggressive and Iwanted to move into the counselling world full time. Iwanted to allow myself to study without having todeal with unnecessary barriers. I could see that I wasback in the work hard and study hard routine. I timemanaged very well and was fighting an old habit. Iwas going to beat it because obtaining a BachelorDegree was my preference and things had to change.I readjusted my hours to suit my study needs and feltthat I had created a more realistic balance. I remindedmyself to look at how I was living. Look at what mytrue goals were and to live my dream.Whilst undergoing the final stages of completing theBachelor Degree, I was offered a position ofemployment by management of my final practicumplacement. I underwent formal interviews and was thesuccessful applicant in an extremely important position(sexual assault counsellor). I am the first Counsellor tobreak into the service as workers are usually socialworkers or psychologists. The employers wereimpressed by the professional skill base and theknowledge that I have and I believe that this alsoattributes to AIPC’s very well thought of and structuredtraining techniques. I am asked by management toshare my counselling skills and techniques with othercolleagues so that they are better equipped.I am living my dream! I have moved into thecounselling world fulltime. I work as a part timesexual assault counsellor for NSW Health on the South22

THE PROFESSIONAL COUNSELLOR01 2011Coast of NSW and am running my own privatepractice. I am involved with voluntary telephonecounselling with Lifeline and continue to educatemyself by attending ongoing training and supervisionsessions. I believe that study will not end here for meas I am already looking at post graduate work. Mydifficulty is finding an institution as well structured asAIPC. And yes, guess what, nobody compares! I amin the process of negotiating my next course withAIPC.On a final note, AIPC have made it possible for meto achieve my dream. Thank you. I have had somepersonal and environmental challenges along the way;I have persevered with sheer determination andbelieve that I truly have come out a winner! Live yourdream and become the person that you wish tobecome! Believe in yourself and never give up!Angela MaloneSTAFF PROFILEANEL HOUGHTraining CoordinatorHead OfficeAnel Hough is a RegisteredPsychologist with the AHPRAand a member of theAustralian PsychologicalSociety (MAPS). She holds aBachelor of Science(Psychology and HumanPhysiology) (US: University ofStellebosch, South Africa),HonsBSc (Psychology) (US) and a Masters inCounselling Psychology (US).Her field experience started working as a voluntarycrisis counsellor for abused children following theirinitial contact with the police. After her registration asa psychologist she worked for a non-governmentalorganization that provides the full range ofpsychological services to disadvantaged members ofthe community that include people from a rich arrayof ethnic backgrounds. There she was exposed to awide variety of presenting problems ranging fromsevere psychopathology and trauma to adjustmentproblems. More recent experience includespsychological assessment and treatment of injuredworkers in the rehabilitation sector and clinical privatepractice work with Medicare referrals from GeneralPractitioners. She has a special interest in mindfulnessand meditation practice and its incorporation intoAcceptance and Commitment Therapy and CognitiveBehavioural Therapy.“Anel’s fieldexperiencestartedworking as avoluntarycrisiscounsellorfor abusedchildrenfollowingtheir initialcontact withthe police.”As AIPC’s TrainingCoordinator she is responsiblefor overseeing day-to-daydelivery and assessmentfunctions of the Institute’s VETcourses including thesupervision and recruitment ofeducation staff across Australiaand quality controlmechanisms in accordancewith AQTF requirements. Ona personal note, Anel enjoysreading, movies, camping andtravelling or just hanging outwith friends around thebarbeque. Her aspirationsinclude broadening herexperience in the educationsector while maintaining asmall specialized privatepractice.23

THE PROFESSIONAL COUNSELLOR01 2011FEATUREProfessional DevelopmentMENTAL HEALTH ACADEMY VIDEO WORKSHOPSOne of the most exciting and innovative aspects oflearning with Mental Health Academy are the onlinevideo workshops. MHA has a wide range of highquality video workshops, presented by well regardedpractitioners, including:• Adrian Hellwig, M.Com, BTheol, DipCounselling• Richard Hill, BA (Linguistics), DipProfCouns, MA(Social Ecology)• Dr John Barletta BEd (ACU), GradDipCouns,MEdSt (UQ), PhD (Ohio)• Dr Travis Gee, BA (Hons), MA, PhD• Professor Michael Lambert, BA (Psych), MA(CounsPsych), PhD• Dr Clive Jones, Dip T, DipCouns, BEd, MEd,GradDipPsych, PhD(psych)• Dr Jason Dixon M.Soc.Sc. (COUN) PhD (Ohio)And many more...When you invest in any of our video workshops,you get continuous, 24/7 access to the video and alladditional resources provided by the presenter (e.g.powerpoints). Here’s how it works:1. Mental Health Academy video records a liveseminar or workshop with the presenter’spermission;2. The video is edited, and published via theMental Health Academy portal, along with anyeducational resources provided by the presenter- such as PowerPoint notes;3. You can then purchase access to the video andwatch it over and over again via your tailoredmember profile!Monthly and Annual Unlimited members receivesubstantial discounts on video purchases. Plus theycan access 19 exclusive Summit Video Seminars,provided at no additional cost to their membership.It’s the most convenient and cost-effective way toaccess current, high quality content - especially fromthose events you could not attend in the past! Hereare some benefits of watching Mental HealthAcademy’s video workshops:✓ 24/7 ongoing access to videos, includingunlimited REPLAY!✓ Reference to presenter’s notes and powerpoints.✓ Accrue your mandatory OPD points as an ACAmember.✓ Save $$$ on logistics and registration costs.Join today:http://www.mentalhealthacademy.com.au/register_how.php24

THE PROFESSIONAL COUNSELLOR01 2011ASSIGNMENTS HINTS AND TIPSTIPS FOR STUDENTS: GETTING ORGANISEDIt is said that good time management can addtwo hours to a person’s daily life (Tracy, 2007;Panella, 2002). Those hours can mean thedifference between having quality of life andfeeling strained; having more time spent with lovedones; having time for a hobby; extending youreducation; or simply relaxing!This article includes a range of organisationaltime management principles to help you efficientlyjuggle study, family and professional commitments;whilst maintaining a balanced lifestyle. Make gooduse of it!Principles of OrganisationAllen (2001) explains that the essence of timemanagement is completing decisions anddetermining action steps about the things thatcapture our psychological and physical space. Tocope with everyday demands, Allen has suggesteda processing sequence of work and tasks:1. Collect all situations, projects and tasks thatneed to be done, including those that keepflowing in on a regular basis.2. Process them and work out what actions needto be taken.3. Organize the resultant tasks and projects.4. Review them and look at options for action.5. Do what has been decided.Allen’s approach can be described as ‘from theground up’. He feels that there are still too manypeople who cannot, despite all their bestintentions, thrive on a goal oriented approach totime management. In fact, he believes that settinglofty goals may impose more need for change onpeople and therefore more demands on their dailyschedule.Goal setting can assist you progress throughyour barriers and strive towards an end result.Morgenstern (2005) has developed a simpleapproach to sorting out the things that need to becompleted. This is known as the “WADE” formula.1. Write it down2. Add it up- estimate how long it will take3. Decide what to do about these items. This caninclude the 4 Ds of time management: Delete,Delay, Delegate or Diminish into smallertasks.4. Execute the plan of action decided on.The following diagram represents the idea ofprocessing tasks (Allen, 2001).This system incorporates the 4 Ds of timemanagement - Delete, Delay, Delegate or Diminishinto smaller tasks. The Diminish stage is wheresomething is seen to require more than twominutes to complete, and is added to a “Plans andProjects” stage where it is broken down intomanageable steps.Sorting out tasks with constant reference to goalsand ideals is a key to time management. There arevarious ways of going about this. An approach(The Life Organisation Exercise is suggested below.Life Organisation Exercise1. Write your goals and objectives in a papersheet.2. Complete an inventory of all your unfinishedactions/tasks. Write down everything you canthink of. Write one item for every two orthree lines on a page and leave space to addnotes.25

THE PROFESSIONAL COUNSELLOR01 20113. Get together (at home and in the office) allthe physical things that need doing.4. Assess what time these actions will take andincorporate this in your lists. Whilecompleting this task you can group items intocategories. For example: home, office,children, car, etc.5. Compare this list against your goals and see ifthe time you will take is justified. You mightalso see whether or not the actions arejustified at all.6. Apply the four Ds: Delete, Delay, Delegate orDiminish into smaller tasks.7. The tasks that maintain priority should beallocated places in the diary or calendarsystem you use. Don’t be surprised you startto go through some fatigue and/or emotionswhile completing an exercise such as this.Please note: This is a suggested routine; youmay have a variation of this and/or may prefer tosketch plans using diagrams and colour.Other Organising Principles for Time ManagementSome of the common principles and ideas fororganising principles for time management arediscussed:1. Systems and Checklists: Some aspects of lifeare repetitive, such as getting ready in themorning for the day’s activities. It is beneficialto develop a system for these activities suchas using a checklist that can be referred to.Leaving a house in the morning is one ofthose notorious occasions that slow youdown; you have to stop and think if you haveforgotten anything and often lose time goingback into the house.2. Prepare for Tomorrow, Today: Trying to plana day on that day is prone to failure as theday’s activities take over and the plan is neverfinished. This leads to a never ending cycle ofreacting to each day’s events and neverasserting planning control.3. Dealing with Overload: First, identify all theroles you carry out in your life and write themdown. Gradually you will mentally separateout the different roles after which you canstart to sort and prioritise them. You will alsostart to see why you have allowed yourself tobecome overloaded and start to mentallydelegate some of your roles to others. Onecommonly successful strategy to deal withoverload is to use one planner for your wholelife, rather than run separate diaries for workand personal life. This helps get your activitiesaligned and optimise your time.4. Travel time: As so much time in life is spenttravelling, it makes sense that you could makebetter use of this time. Drivers could use thistime listening to educative CDs. Commuterson public transport can read and write. Theseare valuable sections of time and becausetravel is so frequent, several hours of valuableactivity can be added to the week.Procrastination from an Organisational ViewpointThe idea of breaking goals into objectives, thenplans, then further breaking those plans down intosmaller activities, is one way of working withprocrastination. Once you can see that a series oftasks are quite simple and doable, you’ll not onlyget on with them but there will be a correspondingrise in morale as you realise that you areprogressing towards important, long-term goals.1. Clutter: Much is made in time managementtraining of the need to sort out “clutter”. Thetrick is to decide whether tasks or roles areabsorbing your attention or is the “clutter”avoidance from major things that should beaddressed.2. Diaries and Planners: There are many types ofdiaries and planners out there; however it isrecommended that a diary with a ring binderis used so that it can be added to as the needarises. One way of setting this out is to haveone section of the binder the ‘daily planner’and another section for goals, objectives andgeneral plans so you can easily crossreference their daily activities with their longterm goals. Electronic organisers are highlyrecommended for this same reason as theycan hold a lot of information allowing you torevisit and add to you long-term goals. Manyalso contain useful alarms and automaticreminders.TIPS FOR FAST-TRACK STUDENTSAre you taking full advantage of your Fast Trackeducational and instructional CounsellingTeleclasses? Each Teleclass is conducted by amember of our 65-strong educational team andrecorded in MP3 format. The Teleclasses are a ‘FastTrack’ learning aide designed to reinforce yourunderstanding and application of fundamental skillsvital to the longevity of counselling success. Andthere’s a Teleclass suitable for any stage of yourstudies!26

THE PROFESSIONAL COUNSELLOR01 2011Topics covered include:• Working as a Counsellor in today’s world• Making the most of your Study Time• Applying Communication and InterpersonalSkills to other Relationships• Using Assessment Tools in CounsellingPractice• When Volunteering can Lead to a New Career• Using Expressive Therapies in Counselling• Applying Counselling Therapies to real lifeCase Studies• Dealing with Mental Health Issues• Making the most of your GraduateOpportunities• Discover the Benefits of SupervisionBook your Teleclass today! Simply visitwww.aipc.net.au/fasttrack; login using your FastTrack student details; and click the ‘InstructionalTeleclasses’ button. To download the Teleclasstimetable, visit:www.aipc.net.au/fasttrack/pdf/timetable.pdf.Not a FAST TRACK Student? Contact yourStudent Support Centre to find out how you canachieve your goals faster, graduate earlier and helppeople sooner.27

THE PROFESSIONAL COUNSELLOR01 2011STATE NEWSSydney/InternationalHi to all our Sydney and International students!Well, the holiday season is well and truly over.Have you gotten back into the full swing of yourstudies? It is very important to take a break fromstudying and recharge your batteries, but it is also veryimportant not to let that break grow into somethingmuch bigger than you intended it to be. How quicklytime flies. A three week break can turn into sixmonths without much effort at all. So be careful youdon’t end up in the middle of 2011 wondering wherethe time went, and being no further ahead in thecourse than you are now.On a different note, it is great to see the highstandard of the submissions coming through fromstudents. Even submissions marked ‘NYC’ can still beof a high standard, so don’t let that deter you if ithappens to one of the units you submit. Let meencourage all students to persevere and staydetermined. If you feel daunted by the amount ofwork to be done, then think about the course thisway; in all the activities in all the sections in all theunits of the entire Diploma there is only one activityquestion you need to be concerned about… the nextone.Every activity you complete brings you that muchcloser to the fulfilment of your dream to become aProfessional Counsellor. If you find yourself boggeddown by an activity, leave it and go on to the nextone. You can always come back to it later; in fact it isoften the case that you will learn something further onin the unit that will help you address the activity youskipped.Jacqui, My, Leanne, Sandra, Lorraine, and I wouldlike to extend our best wishes to all our students.Kind regards,Nev RandleManager – Sydney/InternationalMelbourneWelcome to our readers and a special hello to ournew and current students. I’d like to take thisopportunity to ensure that you have kept us updatedwith your current contact details, especially your emailaddress. As Australia gears up for Earth Hour onMarch 26, we can make one small step and “gobeyond the hour” relying less on paper and more onthe internet to share information and stay in touch. Soif your contact details or email address has changed,please let us know by emailing us onaipcvic@aipc.net.au.The Melbourne Branch has had its first AdvancedStudy Major workshop for 2011 and also introducedevening In-classes every Monday. Attending an InClass Unit or Block of Units will give you renewedenergy and motivation towards your studies!The practical components of your studies form anintegral and important aspect to becoming acounsellor. As the Manager of the Melbourne StudentSupport Centre I take particular interest ensuring thatAIPC seminars provide the learning ground for you togain all the requisite competencies to becomesuccessful counsellors.Seminars will continue to be held on weekendsand, where needed, additional classes have beenscheduled to accommodate growing student numbers.We also have two new presenters on board now:Emma Hodges and Kerry Genovese bring a wealth ofknowledge, experience and insight to the lectures andI am sure you will enjoy their professional approachto teaching and counselling.The focus of this edition “Ethics in Practice”highlights the growing need for skills, competenciesand the underlying ethical framework in thecounselling industry. Competencies, typically, can beacquired. However, personal qualities – for whichcounselors-to-be are strongly encouraged to aspire–include traits such as empathy, sincerity, integrity,resilience, respect, humility and fairness.The counsellor’s personal moral qualities are ofutmost importance and relevance for clients. Many ofthe personal qualities considered important in theprovision of services contain ethical or moralcomponents and are, therefore, considered as virtuesand positive traits. It is difficult if not impossible tomake such personal qualities mandatory as they arepart of the personality you bring with you. Muchmore, we hope you strive to develop those virtues outof personal commitment rather than the requirementof an external authority.“Ethics is the activity of man directed to securethe inner perfection of his own personality.”~ Albert SchweitzerThe team at the Melbourne Student Support Centrelooks forward to help you progress through yourcourse and attain your goal of becoming aprofessional counsellor.Good luck with your studies!Susan JoachimMelbourne Manager28

THE PROFESSIONAL COUNSELLOR01 2011Brisbane, NorthernTerritory & TasmaniaWell this year has been a busy one. Wow we havehad a record number of assessments through so far...congratulations to all those students who have pushedahead and got started with their studies in 2011.It’s also been pleasing to see the number ofstudents in recent times that have opted to submittheir assessment via the On-line Resource Centre(ORC). For those students with internet accesssubmitting assessment on line via our web portal doesmake the ‘trafficking’ of assessment more straightforward. It saves time and cost in posting and copyingyour assessments which is a huge benefit across thelength of your studies.Remember that you can also revert back to handwriting your workbook if you are traveling or don’thave access to the net for a period of time.Practical assessments are always busy at this time ofthe year too. It’s great to see students enjoyingapplying the skills during these assessments. Some ofour students like to complete their practicalassessments at the time they complete their writtenpre-requisite; others prefer to complete 5 or 6workbooks first and gain extra knowledge that theycan then apply. The choice of course is yours,however were possible I would encourage students toattend the workshop practicals instead of supervisionor video assessments.I am certainly respectful that some students due tohealth, work and distance considerations need to usethe alternative methods of assessment (privateassessment or video). Yet those students who livewithin the same region as our live workshop locationsare certainly encouraged to attend the small grouppracticals. This environment allows a student to gainmany practical benefits including:1. Networking with other students2. Practicing skills under the supervision of aqualified assessor3. Taking yourself outside your comfort zone tohelp strength your knowledge and review yourprospectiveThe last benefit I think is one of the mostimportant. We all need to embrace change and pushourselves outside what’s comfortable for us... thisultimately will allow us to see things differently andbetter prepare us for the challenges that lie ahead asprofessional counsellors.Thank you for coming on this educational journeywith us at AIPC. We value you, the time you invest inyourself and the energy you put in to making ourcommunity a more harmonious one.From all the team at the Brisbane Support CentreBest wishes,Rob CarriganStudent Support Services– Brisbane, Tasmania and Northern TerritoryRegional QLDHello everyone and a special welcome to our newstudents. The topic this month, “Ethics in PrivatePractice” could be said to be the “linchpin” that tiesthe counselling industry together. Practicing ethicallymeans that counsellors behave in a sociallyresponsible, moral way. Organisations such as theInstitute itself and the Australian CounsellingAssociation (the ‘ACA’) are dedicated to ensuring thattraining and practice standards are ethicallyresponsible for both Counsellors and their clients.This is often shown via the publication of a ‘Codeof Practice’, i.e. a set of guidelines which providestandards for professional (ethical) conduct. Topicscovered in such a code are confidentiality, trust,professional boundaries, relationships, nondiscrimination,competence, referral, disclosure ofinformation, non-judgemental behaviour, client safety,maintaining industry currency, clinical supervision,responsibility to others etc. The ACA’s “Code ofConduct” [see www.theaca.net.au] is an excellentdocument that should be followed by all counsellingbodies, practitioners and trainers.The Institutes’ own Diploma of Counselling is verythorough in its training on ethical conduct. Thecurriculum provides numerous opportunities for selfreflectionand awareness of our own biases andvalues, with emphasis being placed on meeting clientneeds and non-judgemental acceptance of their valuesystem. The feedback that I receive from Graduatesand experienced personnel alike is that the course isextremely well balanced and practical when thelearning is applied. Take heed – you are studying agreat course!Enjoy your studies!Peter KesperManager, Regional Queensland29

THE PROFESSIONAL COUNSELLOR01 2011South Australia‘WELCOME’ to all our new students, to all ourregular readers HELLO AGAIN; WOW!!!It is really hard to say ‘Happy New Year’ with thestart that we have had... and what a start to the newyear for all of Queensland and NSW and parts ofVictoria and New Zealand.All of Australia did need some rain... but not all atthe same time and not all in one place... stretched outover a few months and spread out across the countrywould have been much better. Followed closely bythe Cyclones which caused more damage, and then totop off the run the New Zealand Earthquake. Ourarms reach out to hug those in need and our faithtrusts in your ability to work together to rebuild yourgreat state/s. Let’s hope and pray together that the restof the year is more peacefulOn a personal note my husband and I recentlycelebrated 38 years of marriage and although it hasnot been an easy 38 years I feel it has been a lovingand worthwhile 38 years. We have learned throughmany traumatic events that, effort in working to pulltogether and work as a team is the best way throughany issue, and well worth the effort.Counselling will be in great demand for quite awhile in all states as the population comes to gripswith the losses not only of life and material goods butof life style, jobs and homes.Commencement of Rebuilding is a good time forreflection & planning. Have you been enrolled for awhile and have not yet touched those books? Make aNEW YEAR commitment now to answer just onequestion in your workbook every day... Just onequestion... but no exceptions even if you have a badday just one question before you go to bed (or if youare more of a morning person make it one questionbefore you do anything else for the day) ... not a biggoal... but watch how quick your books (that youhave not touched yet) are completed... Simply committo this simple goal... and get started you will befinished before you know it.If you feel stuck with your study... we dounderstand, call us.We have lots on offer to assist you in getting yourstudy completed including: In-Class sessions... {wehave several groups running call to see if one suitsyou}..., the “Fast-Track” program; ASM Workshops &Tutorials, if you want more - let us know... simplymake a phone call to the Adelaide office and bookyour place, or discuss what your needs are and wewill consider how we can help.“Staff in the Adelaide support centre work with acan-do attitude to students’ requests”. So remember...if you need help, all you need do is ask, (It is a farbigger weakness not to ask). We are here toenhance your learning experience... let us know whatyou need... and we will endeavour to provide it. Dropus a line - send us your ideas or comments - keep usinformed of what your needs are. We enjoy all thecontact we get from students! So we look forward tocatching up with you as you progress through yourstudies... Good luck... Hope to see you at one of yourseminars soon.If you have joined ACA as a student, why not thinkabout joining SAPCA (the South Australian ProfessionalCounselling Association which is a state basedmember association of ACA). Local Counsellors,working to assist local counsellors with OPD andnetworking. To obtain an application form go to theSAPCA website on www.counsellingsa.org contact thechair person through the website. Or check out thedate of the next meeting and come along to see whatwe do.My quote for this edition is “Things turn out best, forthose who make the best, of the way things turn out”...this was on the very first book mark I received fromAIPC when I was doing my Diploma many years ago.I love this because it encouraged me to work atmaking the best of what happens rather than dwellingon what could have been. This is certainly what thoseAffected by all of the recent natural disasters are beingencouraged to do, as we work together to re-buildindividuals, families, homes, states and nations.Till next time... Take care of you and your families.Please remember to work with your neighbour if theyneed you... you never know when you may needthem.Kind Regards,Carol, Kerry-Ann, Linda, Sally, Shona & EllenThe Adelaide TeamRegionalNew South WalesA warm welcome to all our new and currentstudents. I hope that you all had a relaxing andenjoyable Christmas and New Year and arereinvigorated to study this year.We hope you are starting the New Year withincreased determination and enthusiasm towards yourstudies. It is not always easy to follow through withthe resolutions we make in the beginning of the year,which can sometimes leave one feeling disappointedor. And that’s why it’s so important to remember thatwith your studies to become a qualified counsellor, aswith anything else, there is one way of getting whereyou’re going, and that’s ONE STEP AT A TIME. Bykeeping focused on the immediate task at hand (forexample the particular activity you are working on)rather than ‘all that work I still have to do’, you will30

THE PROFESSIONAL COUNSELLOR01 2011be able to continue your progress without feelingoverwhelmed.As a student you have unlimited access to theInstitute’s Toll Free 1300 Study Assistance Line. OurDegree Qualified Education Advisors are availablebetween 9am and 5pm E.S.T. Monday to Friday toprovide you with friendly academic support. Theirmain focus is to support you throughout your studiesso that you are able to graduate in the time frame youset. When you access the Study Assistance Line it isbeneficial to have the workbook that is relevant to thequestions you are asking with you. Although ourEducation Advisors can’t tell you the answers, they canclarify what they are looking for in the answers andpoint you in the right direction. To get the maximumbenefit from your call ensure that you have yourquestions written down and the pages of yourworkbook tagged so that you can refer directly to thequestion.PRIVATE ASSESSORWe would like to welcome Terry Norman to theteam he is our new private assessor in Canberra.Please call the office on 1800 625 329 to arrange anyof your assessments that you need to complete.Congratulation to all our Graduate students of lastyear, we wish you all the best in your futureendeavours. Please keep in contact as we are veryinterested in what our Graduates are doing.That is all for now... until next time, I would justlike to remind you that Renee, Kathryn and myself arehere to support and facilitate your learning. If there isanything you need help with, please ring or email andwe will do our very best to assist you.All the Best from,Amanda, Renee & KathrynRegional NSW & Gold Coast Support TeamWestern AustraliaHello StudentsThe New Year is a great time to focus on your selfdevelopment.You can do this here in Perth byaccelerating your specialised knowledge training at ourAdvanced Study Major Workshops.These workshops are intense learning weekendswhere you will receive professional counsellingtraining in the area of your interest and this year wehave added two new workshops to choose from. Dueto their huge popularity it is important to book inearly. Below I have listed the dates for each ASMworkshop.• Relationship Counselling& Conflict Resolution 26th & 27th March FULL• Grief & Loss Counselling 25th & 26th June• Child Development& Effective Parenting 30th & 31st July• Career guidanceCounselling20th & 21st August• * NEW * Family Therapy 15th & 16th October• * NEW * Counsellingclients with addictions 22nd &23rd October• Abuse and AbuseCounselling19th & 20th NovemberYou can e-mail aipcwa@aipc.net.au or call us on08 9228 3026 to find out more information and bookyour place.Please continue to keep in communication with ushere at the Perth Office and we will continue toprovide you with full support during your excitinglearning journey.Jason, Lisa & NausheenThe Western Australia TeamPhone: (08) 9228 3026 Email: aipcwa@aipc.net.au31

THE PROFESSIONAL COUNSELLOR01 2011SEMINAR DATESSeminars provide an ideal opportunity to network with other students and liaise with qualified counsellingprofessionals in conjunction with completing compulsory coursework. Below are upcoming seminars available in2011.To register for a seminar, please contact your Student Support Centre.Northern TerritoryDPCD TimetableCommunication Skills I02/07, 12/11Communication Skills II16/04, 20/08, 03/12The Counselling Process25/06, 24/09, 04/12Counselling Therapies I19-20/03, 19-20/11Counselling Therapies II30/04-01/05, 10-11/12Case Management09-10/07, 26-27/11Advanced Counselling Techniques11/06, 08/10Counselling Applications07/05, 29/10CDA TimetableThe Counselling Process25/06, 24/09, 04/12Communication Skills I02/07, 12/11Communication Skills II16/04, 20/08, 03/12Counselling Therapies I16-17/07Counselling Therapies II27-28/08Legal & Ethical Frameworks18/06, 05/11Family Therapy02/04, 17/09Case Management09-10/07, 26-27/11Note: pre-requisites apply for all seminarsVenue: Life Line Top End EducationalFacilitiesAddress: 4/14 Sheppard Street, Darwin, 0800Times: 8.45 registration9.00 am start, 5.00 pm finishBookings: 1800 353 643Please note that minimum booking numbers apply toallow these seminars to proceed. Lunch facilities areavailable nearby or you may bring your own.South AustraliaDPCD TimetableCommunication Skills I02/04, 04/06, 06/08, 15/10, 03/12Communication Skills II03/04, 05/06, 07/08, 16/10, 04/12The Counselling Process26/03, 28/05, 30/07, 24/09, 26/11Counselling Therapies I07-08/05, 13-14/08, 12-13/11Counselling Therapies II21-22/05, 27-28/08, 10-11/12Case Management18-19/06, 29-20/11Advanced Counselling Techniques31/07Counselling Applications27/03, 25/09CDA TimetableThe Counselling Process26/03, 28/05, 30/07, 24/09, 26/11Communication Skills I02/04, 04/06, 06/08, 15/10, 03/12Communication Skills II03/04, 05/06, 07/08, 16/10, 04/12Counselling Therapies I07-08/05, 13-14/08, 12-13/11Counselling Therapies II21-22/05, 27-28/08, 10-11/12Legal & Ethical Frameworks01/05, 17/09Family Therapy29/05, 27/11Case Management18-19/06, 19-20/11Note: pre-requisites apply for all seminarsVenue: AIPC, Adelaide officeAddress:Times:Level 10, 68 Grenfell St, Adelaide8.45 registration9.00 am start, 5.00 pm finishBookings: (08) 8232 7511Please book early to ensure that a place is reserved foryou. Lunch facilities are available nearby, or you maybring your own.32

THE PROFESSIONAL COUNSELLOR01 2011SEMINAR DATESSydneyDPCD TimetableCommunication Skills I14/04, 13/05, 17/06, 29/07, 27/08, 24/0921/10, 18/11, 14/12Communication Skills II15/04, 20/05, 22/06, 04/08, 02/09, 07/1030/11The Counselling Process09/04, 06/05, 28/05, 03/06, 29/06, 16/07, 01/08, 26/08,10/09, 14/10, 31/10, 26/11, 12/12Counselling Therapies I28-29/04, 15-16/06, 22-23/08, 27-28/10, 01-02/12Counselling Therapies II30-31/05, 27-28/07, 19-20/09, 14-15/11Case Management24-25/03, 26-27/05, 21-22/07, 22-23/09, 24-25/11Advanced Counselling Techniques31/03, 04/06, 16/09, 05/12Counselling Applications01/04, 02/07, 17/10, 09/12CDA TimetableThe Counselling Process21/03, 09/04, 06/05, 28/05, 03/06, 29/06, 16/07, 01/08,26/08, 10/09, 14/10, 31/10, 26/11, 12/12Communication Skills I14/04, 13/05, 17/06, 29/07, 27/08, 24/0921/10, 18/11, 14/12Communication Skills II15/04, 20/05, 22/06, 04/08, 02/09, 07/10, 30/11Counselling Therapies I28-29/04, 15-16/06, 22-23/08, 27-28/10, 01-02/12Counselling Therapies II30-31/05, 27-28/07, 19-20/09, 14-15/11Legal & Ethical Frameworks18/07, 30/09, 21/11Family Therapy13/10, 13/12Case Management24-25/03, 26-27/05, 21-22/07, 22-23/09, 24-25/11Note: pre-requisites apply for all seminarsVenue: AIPC, Parramatta OfficeAddress: Suite 21, 2nd Floor, Medical Centre,152 Marsden Street, Parramatta.Times: 8.45 registration9.00 am start, 5.00 pm finishBookings: (02) 9687 9688Lunch facilities are available nearby or you may bringyour own.Western AustraliaDPCD TimetableCommunication Skills I30/04, 28/05, 02/07, 06/08, 17/09, 29/10, 10/12Communication Skills II01/05, 29/05, 03/07, 07/08, 18/09, 30/10, 11/12The Counselling Process19/03, 16/04, 14/05, 18/06, 16/07, 13/08, 10/09, 08/10,05/11, 03/12Counselling Therapies I09-10/04, 11-12/06, 03-04/09, 26-27/11Counselling Therapies II07-08/05, 23-24/07, 24-25/09, 17-18/12Case Management21-22/05, 27-28/08, 12-13/11Advanced Counselling Techniques15/05, 11/09Counselling Applications20/03, 17/07, 06/11CDA TimetableThe Counselling Process16/04, 14/05, 18/06, 16/07, 13/08, 10/09, 08/10, 05/11,03/12Communication Skills I30/04, 28/05, 02/07, 06/08, 17/09, 29/10, 10/12Communication Skills II01/05, 29/05, 03/07, 07/08, 18/09, 30/10, 11/12Counselling Therapies I09-10/04, 11-12/06, 03-04/09, 26-27/11Counselling Therapies II07-08/05, 23-24/07, 24-25/09, 17-18/12Legal & Ethical Frameworks19/06, 09/10Family Therapy17/04, 14/08, 04/12Case Management21-22/05, 27-28/08, 12-13/11Note: pre-requisites apply for all seminarsVenue: AIPC OfficeAddress: Suite 1/110-116 East Parade,East PerthTimes: 8.45 registration9.00 am start, 5.00 pm finishBookings: (08) 9228 3026Lunch facilities are available nearby during the weekand on Sundays, but it is suggested that you bringyour own on Saturday.33

THE PROFESSIONAL COUNSELLOR01 2011SEMINAR DATESBrisbaneDPCD TimetableCommunication Skills I28/05, 06/08, 22/10, 03/12Communication Skills II02/04, 25/06, 03/09, 05/11The Counselling Process30/04, 02/07, 24/09, 27/11Counselling Therapies I18-19/06, 10-11/12Counselling Therapies II23-24/07Case Management09-10/07, 12-13/11Advanced Counselling Techniques11/06, 15/10Counselling Applications13/08, 18/12CDA TimetableThe Counselling Process30/04, 02/07, 24/09, 27/11Communication Skills I28/05, 06/08, 22/10, 03/12Communication Skills II02/04, 25/06, 03/09, 05/11Counselling Therapies I26-27/03, 17-18/09Counselling Therapies II16-17/04, 29-30/10Legal & Ethical Frameworks14/05, 27/08, 19/11Family Therapy04/06, 10/09, 17/12Case Management09-10/07, 12-13/11Note: pre-requisites apply for all seminarsVenue: AIPC, Brisbane Support CentreAddress: 336 Stanley Rd, Carina Qld 4152Times: 8.45 registration9.00 am start, 5.00 pm finishBookings: 1800 353 643Lunch facilities are available nearby or you may bringyour own.TasmaniaDPCD TimetableCommunication Skills I27/03, 26/06, 25/09, 18/12Communication Skills II08/05, 07/08, 06/11The Counselling Process22/05, 21/08, 27/11Counselling Therapies I16-17/07Counselling Therapies II27-28/08Case Management09-10/04, 13-14/08, 12-13/11Advanced Counselling Techniques19/06, 23/10Counselling Applications03/04, 31/07, 30/10CDA TimetableThe Counselling Process22/05, 21/08, 27/11Communication Skills I27/03, 26/06, 25/09, 18/12Communication Skills II08/05, 07/08, 06/11Counselling Therapies I19-20/03, 19-20/11Counselling Therapies II30/04-01/05, 03-04/12Legal & Ethical Frameworks29/05, 04/09, 11/12Family Therapy10/07, 16/10Case Management09-10/04, 13-14/08, 12-13/11Note: pre-requisites apply for all seminarsVenue: David Hayden’s Private PracticeAddress: 6 Portsea Place, Howrah, 7018Times: 8.45 registration9.00 am start, 4.30 pm finishBookings: 1800 353 643Lunch facilities are available nearby or you may bringyour own.34

THE PROFESSIONAL COUNSELLOR01 2011SEMINAR DATESMelbourneDPCD TimetableCommunication Skills I27/03, 09/04, 07/05, 03/06, 02/07, 31/07, 20/08, 10/09,29/10, 12/11, 03/12Communication Skills II26/03, 02/04, 01/05, 10/06, 03/07, 21/08, 11/09, 30/10,13/11, 20/11, 04/12The Counselling Process03/04, 08/05, 17/06, 30/07, 05/08, 24/09, 29/10, 19/12,16/12Counselling Therapies I16-17/04, 14-15/05, 18-19/06, 09-10/07, 27-28/08, 17-18/09, 15-16/10, 26-27/11, 10-11/12Counselling Therapies II23-24/04, 21-22/05, 25-26/06, 16-17/07, 19-26/08, 24-25/09, 22-23/10, 20-27/11, 17-18/12Case Management19-20/03, 28-29/05, 23-24/07, 03-04/09, 05-06/11Advanced Counselling Techniques30/04, 12/06, 06/08, 01/10Counselling Applications10/04, 11/06, 07/08, 02/10CDA TimetableThe Counselling Process03/04, 08/05, 17/06, 30/07, 05/08, 24/09, 29/10, 19/11,16/12Communication Skills I27/03, 09/04, 07/05, 03/06, 02/07, 31/07, 20/08, 10/09,29/10, 12/11, 03/12Communication Skills II26/03, 02/04, 01/05, 10/06, 03/07, 21/08, 11/09, 30/10,13/11, 20/11, 04/12Counselling Therapies I16-17/04, 14-15/05, 18-19/06, 09-10/07, 27-28/08, 17-18/09, 15-16/10, 26-27/11, 10-11/12Counselling Therapies II23-24/04, 21-22/05, 25-26/06, 16-17/07, 19-26/08, 24-25/09, 22-23/10, 20-27/11, 17-18/12Legal & Ethical Frameworks05/06, 13/08, 08/10Family Therapy04/06, 14/08, 09/10Case Management19-20/03, 28-29/05, 23-24/07, 03-04/09, 05-06/11Note: pre-requisites apply for all seminarsVenue: AIPC, Melbourne officeAddress:Times:Level 1, 337 Latrobe Street8.45 registration9.00 am start, 5.00 pm finishBookings: (03) 9670 4877Lunch facilities are available locally, or you may bringyour own.Sunshine CoastDPCD TimetableCommunication Skills I04/06, 13/08, 29/10Communication Skills II05/06, 14/08, 30/10The Counselling Process16/04, 09/07, 17/09Counselling Therapies I02-03/04, 06-07/08Counselling Therapies II21-22/05, 24-25/09Case Management25-26/06, 05-06/11Advanced Counselling Techniques09/04, 27/08Counselling Applications28/05, 22/10CDA TimetableThe Counselling Process16/04, 09/07, 17/09Communication Skills I04/06, 13/08, 29/10Communication Skills II05/06, 14/08, 30/10Counselling Therapies I02-03/04, 06-07/08Counselling Therapies II21-22/05, 24-25/09Legal & Ethical Frameworks18/06Family Therapy20/08Case Management25-26/06, 05-06/11Note: pre-requisites apply for all seminarsVenue: Millwell Road Community CentreAddress:Times:11A Millwell Rd East, Maroochydore8.30-8.50 registration9.00 am start, 4.30 pm finishBookings: (07) 5493 7455Lunch facilities are available nearby or you may bringyour own.35

THE PROFESSIONAL COUNSELLOR01 2011SEMINAR DATESGold CoastDPCD TimetableCommunication Skills I21/05, 20/08, 05/11Communication Skills II18/06, 17/09, 17/12The Counselling Process16/04, 23/07, 22/10, 03/12Counselling Therapies I25-26/03, 23-24/09Counselling Therapies II06-07/05, 25-26/11Case Management01-02/04, 14-15/10Advanced Counselling Techniques05/08Counselling Applications06/08CDA TimetableThe Counselling Process16/04, 23/07, 22/10, 03/12Communication Skills I21/05, 20/08, 05/11Communication Skills II18/06, 17/09, 17/12Counselling Therapies I25-26/03, 23-24/09Counselling Therapies II06-07/05, 25-26/11Legal & Ethical Frameworks15/04, 21/10Case Management01-02/04, 14-15/10Note: pre-requisites apply for all seminarsVenue: AIPC Gold Coast officeAddress: Kingfisher Centre, 11/13 Karp Court,Bundall, QLDTimes: 8.45 registration9.00 am start, 5.00 pm finishBookings: 1800 625 32936

THE PROFESSIONAL COUNSELLOR01 2011DESIGN A COVERfor ‘THE PROFESSIONAL COUNSELLOR’and WIN a free Advanced Study Major!The Professional Counsellor would like to tap into the artist’s among ourreadership and offer you the opportunity to contribute your artwork forpublication.The Institute will award the successful artist a free Advanced Study Major of theirchoice* for each original artwork that is published.HOW TO SUPPLY ARTWORK:Artwork will preferably be available as a jpeg image, depicting one of the followingcounselling issues:• Incident & Trauma Counselling• Couple Counselling• Stress ManagementArtwork should be on a 22.5 x 20.7 cm (height x width) canvas and be suppliedwith the artists: Full Name, address and day time telephone number.Send submissions to:The EditorThe Professional CounsellorLocked Bag 15, Fortitude Valley, Qld 4006or by email to editor@aipc.net.auThe Advanced Study Major award shall be issued in the name of the Artist (whomust be a student or graduate of the Institute), upon publication of artwork.The editor reserves full rights over selection of artwork for publication. TheEditor reserves the right to edit and cut copy and there is no guarantee thatsubmitted artwork will be published. Once submitted the Institute reserves theright to publish the artwork with reference to the original artist; at any timethrough any medium.* The design a cover award cannot be applied towards an existing AdvancedStudy Major enrolment.37

Institute Education andAdministration CentresKEY WORDS INCOUNSELLINGETHICALDILEMMA“Ethicaldilemma is acomplex situationthat will ofteninvolve anapparent mentalconflict betweenmoral imperatives,in which to obeyone would resultin transgressinganother.”Source:http://en.wikipedia.org/wiki/Ethical_dilemmaHEAD OFFICELocked Bag 15,Fortitude Valley Qld 400647 Baxter Street,Fortitude Valley Qld 4006Telephone: 07 3112 2000Facsimile: 07 3257 7195BRISBANE QLDPO Box 425, Carina Qld 4152336 Stanley Road,Carina Qld 4122Telephone: 07 3843 2772Facsimile: 07 3843 3599REGIONAL QLDPO Box 200,Moffat Beach Qld 45517 Mariner Place,Bokarina Qld 4575Telephone: 07 5493 7455Facsimile: 07 5493 7466GOLD COAST QLDPO Box 9069, Lighthouse Beach,Port Macquarie NSW 2444Suite 2, Level 4, Kay House,35 Scarborough Street, SouthportQld 4215Telephone: 1800 625 329Facsimile: 02 6581 5117SYDNEY NSWPO Box 238,Parramatta NSW 2124Suite 21, Level 2,152 Marsden Street,Parramatta NSW 2150Telephone: 02 9687 9688Facsimile: 02 9687 9698REGIONAL NSWPO Box 9069, Lighthouse Beach,Port Macquarie NSW 24441/34 Jindalee Road,Port Macquarie NSW 2444Telephone: 02 6581 5112Facsimile: 02 6581 5117MELBOURNEGPO Box 417CMelbourne VIC 3001Level 1, 337 Latrobe Street,Melbourne VIC 3000Telephone: 03 9670 4877Facsimile: 03 9602 3832ADELAIDE SAPO Box 3027,Rundle Mall PO SA 5000Level 10, GHD Building,68 Grenfell Street,Adelaide SA 5000Telephone: 08 8232 7511Facsimile: 08 8232 4242PERTH WAPO Box 631, Mt Lawley WA 6929Suite 1/110-116 East Parade,East Perth WA 6004Telephone: 08 9228 3026Facsimile: 08 9227 6648THEPROFESSIONALCOUNSELLOR