Unit Topic: Apply specialist interpersonal and counselling interview skills

Unit Code: CHCCSL002

ASSESSMENT BOOK 2
COMMUNICATION AND THE
COUNSELLING INTERVIEW

DIPLOMA OF COUNSELLING
Published by: Australian Institute of Professional Counsellors Pty Ltd ATF AIPC Trust
ACN 077 738 035

All Case Histories in this text are presented as examples only

and any comparison which might be made with persons either
living or dead is purely coincidental.
 Third Edition, August 2019
Copyright ownership: Australian Institute of Professional Counsellors Pty Ltd
ATF AIPC Trust
ACN 077 738 035

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All rights reserved. No reproduction without permission.

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Assessment Summary
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Section 1
EFFECTIVE COMMUNICATION
Factors impacting the communication process
1.1 Complete the table below by correctly identifying which component of
communication is being described. Select components from the following list:
a) Channels.
b) Context.
c) Feedback.
d) Noise.
e) Participants.
f) Receiver (decoder).
g) Rules.
h) Sender (encoder).

Description Communication component

This is a term that can be used to refer to all

Participants
people involved in a communication process.

This is the person who receives a message and

Receiver (decoder)
interprets it.

This refers to the setting in which the

communication takes place. It can include not
only the physical setting by also factors such as Context
the people present and their relationship to each
other.

These are the means and pathways by which

Channels
messages are sent.

This is the person who forms the message and

attempts to communicate it through verbal and Sender (encoder)
non-verbal behaviour.

Guidelines (explicit or implicit) about appropriate

and inappropriate behaviour during Rules
communication.

Distractions such as a practice phone ringing

Noise
while a session is in progress.

A statement made by one participant such as “I

Feedback
can see that was upsetting for you.”
1.2 Select whether the following statements are True or False.
a) Physical and psychological settings make up the context of the communication in
the communication process.
True False

b) Messages consist of both intentional and non-intentional components.

True False

c) Rules within relationships and communication are fixed and unable to be changed.

True False

d) Channels are the means and pathways by which messages are sent and can include
the use of sound, written symbols, or nonverbal messages, scents, or the distance
between two participants.
True False

1.3 Briefly describe the role of the source and the receiver within the communication
process. (Your response should be no more than 50 words)

The messages are imagined, created, and sent by the source in the process of
communication. The source captures the information by selecting the optimal sequence of
words to communicate the desired meaning and then displays or conveys it to the recipient.
The interpretation of the messages sent by the source in both verbal ad non-verbal ways is
the task of the receiver in the process of communication. Decoding is also the term used for
the task of the receiver.

Strategies that enhance counselling communication

1.4 What strategies should a counsellor use to ensure that he or she appropriately decodes
(i.e. interprets) the message that a client has sent.
a) Active listening.
b) Observe non-verbal cues.
c) Monitor own values, beliefs and emotions.
d) Attending behaviour.
e) All of the above.

Your response: All of the above

1.5 Understanding how a person absorbs and processes information is important for
understanding how they communicate. This is known as a person’s learning style.
Consider what you have learned about learning styles in order to respond to the
questions below.

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a) Complete the table below by correctly identifying the most likely primary learning
(aural, kinaesthetic, read/write, or visual) style of each of the learners.

Learner Learning Style

Jane has a good sense of pitch and rhythm and can Jane is primarily a/an:
typically sing, play a musical instrument, and
identify the sounds of different rhythms. Aural

Kyle prefers using images, pictures, colours, and

maps to organise information and communicate Kyle is primarily a/an:
with others. He can easily visualise objects, plans, Visual
and outcomes mentally.

Tahlia uses her body and sense of touch to learn

about the world around her. She enjoys sports,
exercise, and other physical activities. She likes to Tahlia is primarily a/an:
think out issues, ideas, and problems while she’s Kinaesthetic
exercising and would rather go for a walk or run if
something is bothering her than sit at home.

Michael likes making lists and using bullet points,

and will make lots of notes when learning Michael is primarily
something new. He enjoys reading and would prefer a/an:
to read by himself or to others than be read to. He Read/Write
will often rewrite material in order to learn it.

b) Allan is a counsellor who tries to tailor his counselling sessions according to a

client’s learning style. Read each of the session descriptions in the table below
and, for each, select the client’s likely primary learning style (aural, kinaesthetic,
read/write, or visual).

Counsellor method Client learning Style

Allan uses a whiteboard to sketch out the client’s

family tree and fills in what various members have Read/Write
had difficulties with in the past.

During sessions, Allan encourages his client to

practice or act out the changes in behaviour the Visual
client is trying to make.

Allan and his client spend the session talking

through the impact of the changes he has made as a Aural
result of their sessions.

c) Briefly explain why understanding your client’s learning style can help with
effective communication within the counselling relationship. (Your response
should be no more than 50 words)

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 This process helps in rapport building with the client that in turn helps to
enhance the relationship between the client and the counselor. This also helps to
demonstrate the client's feelings, desires, and needs of the client.With this it can
help to make a client less anxious.

Communication barriers
1.6 Complete the table below by identifying the most likely type of communication
barrier that would be present in each example. Communication barriers include:
a) Age-related.
b) Cultural.
c) Disability.
d) Individual perceptions.
e) Language.
f) Physical.

Example Communication barrier

The counsellor spends most of the session writing down

Physical
what the client says word for word.

A Chinese client who avoids eye contact and seems

Language
uncomfortable talking about his feelings.

A client has an intellectual impairment. Disability

A refugee who has recently been granted asylum in

Cultural
Australia and doesn’t speak much English.

A counsellor who assumes that his client is happy about

his new job role as it pays more money (but involves a Individual perception
lot more responsibility)

A client who thinks her counsellor looks very young and

Age related
probably doesn’t have much life experience.

1.7 Imagine that you are a school counsellor who, due to budget cuts, has been told that
you must now share an office with the school secretary. Identify what communication
barrier this is most likely to cause for you and your clients (i.e., students, teachers, and
other staff) and briefly explain why. (Your response should be no more than 50
words)

This situation could lead to a communication barrier between the child and the
counselor as they would not feel comfortable sharing their feelings and emotions in
the place where the other third person is listening too. This could bring a big
communication barrier that would cause in improper diagnosis and ineffective
counseling.

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1.8 Bill is an Anglo-Australian counsellor (50 years of age) who is seeing a new client,
Deborah (an 18 year old Aboriginal female student), for their first session together.
They meet in Bill’s office and sit facing each other. Throughout the counselling
session Bill seeks to maintain direct eye contact with Deborah. As the session goes
on, Bill notices that Deborah is becoming increasingly uncomfortable and is not
expressing herself openly.
Identify two potential communication barriers in the above scenario and, in the table
below, provide an example of a strategy that Bill could apply to overcome each
barrier.
The first row of the table has been completed for you to give you an example format
for your response. Note: You must identify two additional potential communication
barriers and at least one strategy to overcome each barrier. (Your total response
should be no more than 75 words)

Barrier Solution

Environmental Being seated directly face-to-face could be making the client

uncomfortable. As such, Bill could ask Deborah if she would
be more comfortable with a different seating arrangement.

Client when is not comfortable in the environment where he is placed

Emotional Barrier cannot share the feelings and emotions that they are going through to
the counselor which can lead to an emotional barrier.

Barrier in communication can lead to a lack of collection of adequate

Inclusion Barrier
data which can bring inaccurate diagnoses and strategies.

1.9 Select the correct two terms, in the correct order, to complete the following sentence:
During counselling, in the case of cultural and perceptive barriers, it is the (1)
__________’s responsibility to develop an understanding of the (2) __________’s
cultural traditions and do their best to respect them.
a) (1) Client and (2) client.
b) (1) Client and (2) counsellor.
c) (1) Counsellor and (2) client.
d) (1) Counsellor and (2) counsellor.

Your response: C.Counsellor and Client

1.10 List three ways a counsellor can address barriers created by client disability. (Your
response should be no more than 50 words)

Using sign languages or signers

Installing auditory circuits
Apartments that are soundproofed to provide a peaceful and private setting

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1.11 List three ways in which a counsellor can address environmental barriers. (Your
response should be no more than 50 words)

Becoming concise and speaking in a manner that other individual perceives.

At a time, just one issue should be communicated.
determining if it is an appropriate moment and location to speak with the individual

1.12 Identify one communication technique that a counsellor could use to ensure that they
understand the client’s point of view and are not making assumptions. (Your response
should be no more than 10 words)

Instruct the recipient to take measures in relation to the communication. At the very
least, you'll know that the statement was made.

Integrating your knowledge

The following questions require you to draw upon all of the knowledge and skills you have
learned throughout this section of the Study Guide.

1.13 Aliya feels overwhelmed. She has three children under the age of five, is the primary
caretaker for her mother who suffers from dementia and she is also trying to study for
a counselling diploma.
a) List three key areas of cognitive functioning that Aliya’s high levels of stress may
affect. (Your response should be no more than 30 words)

The cognitive cost of brain atrophy resulting from prolonged to stressful situations is
significant.
Furthermore, stress has also been shown to decrease memory skills,
Attentiveness, reaction prevention, and mental abilities.     

b) List three indicators (either verbal or non-verbal) that a counsellor could observe
to identify Aliya’s high levels of stress. (Your response should be no more than
50 words)

Feeling overwhelmed
High blood pressure
Memory loss

c) Describe how Aliya’s counsellor could communicate effectively and appropriately

with her given her high levels of stress. (Your response should be no more than
100 words)

Difficulty focusing, fear, anxiety, and difficulties memorizing are all behavioral
indicators. Anger, irritability, moodiness, and impatience are examples of
emotional indications. Hypertension, weight changes, frequent infections or

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 illnesses, and alterations in the menstrual period and libido are among
physiological indicators.

1.14 Select whether the following statements are True or False.

a) Challenging is an effective communication strategy to use if a client is in a
stressed or traumatised state.
True False

b) Stress and trauma may reduce an individual’s ability to listen effectively.

True False

c) A counsellor’s values may impact on the communication process.

True False

1.15 Read the following referral document and then answer the questions below.

Client name: Ling Mei

Age: 14
Nationality: Chinese

Dear Adam,
I am referring Ling Mei for counselling to help address stress she is experiencing
in relation to her academic studies. Ling received a B+ for her overall
performance this term but is upset that she did not receive an A.
-----------------------------------------------------------------------------

The following information is found in Ling’s student file.

VARK profile:
80% Visual learner
20% Auditory learner

a) Briefly outline two potential barriers that might make it harder for a counsellor to
communicate effectively with this client. (Your total response should be no more
than 50 words)

lack of comprehension of what counselor entails pride in oneself

a desire for a counselor of a certain race or from a certain area

b) Briefly outline how the counsellor could reduce these barriers and enhance
communication with this client. (Your response should be no more than 50
words)

Communicating about his progress and showing his best abilities and progress.

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Making him observe others' performance and compare it with his and his good site.

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 CHCCSL002 Assessment Book Section 1
Assessor’s Comments
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on your responses to questions in Section 1 of this Assessment
Book.

Competent / Not Yet Competent

Assessor’s Name:
Date:

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Section 2
MICROSKILLS AND THE COUNSELLING INTERVIEW
What is a counselling interview?
2.1 Briefly outline the main aims of a counselling interview. (Your response should be no
more than 50 words)

Counseling's fundamental goal is to provide an intellectually safe environment and an

understanding, loving connection wherein the client may investigate, develop, and
explain ways of life that are more rewarding and productive.The goal of a clinical
interview is to facilitate the relationship between the client and the counselor. Despite
the fact that the emphasis is still on establishing a connection with the client, the goal
of this discussion is to gain a better understanding of their life and the areas of it that
are being impacted.

2.2 Ivey, Ivey and Zalaquett (2014) developed a five-stage model that can be used as a
framework to describe the different tasks that a counsellor seeks to achieve in each
counselling interview.
The following table briefly outlines (in no particular order) some specific steps that
occur during a counselling session with a client who is experiencing difficulties at
work. You must complete the table below by selecting which of Ivey, Ivey and
Zalaquett’s stages each step is likely to be taking place in. The stages are:
a) Initiating the session.
b) Gathering data.
c) Mutual goal setting.
d) Working.
e) Ending.

Step Interview stage

The client and counsellor explore various possible

options to deal with the difficult work situation by Initiating the session
developing the client’s assertive communication skills.

The counsellor and client collaboratively decide that

the client’s goal will be to develop more assertive Mutual goal setting
communication skills for use at work.

The client tells the counsellor about his difficult work

Gathering data
situation.

The client is anxious about what might happen in the

Working
session and the counsellor puts him at ease.

The client commits to trying some agreed Ending

assertiveness strategies at work during the week and

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 reporting back next session.

Attending behaviours
2.3 Identify and briefly describe in your own words the three Vs + B of attending
behaviour. (Your response should be no more than 30 words for each)

Visual - It includes the physical appearance, accessories, and clothes chosen to wear, non-
verbal communication which conveys stronger messages in communication, eye contact,
smile, and handshakes.
Vocal- The voice and frequency have a great impact. Whether it be face-to-face or online it
should be spoken with great energy and enthusiasm.
Verbal- Communication skills, the vocabulary used, interaction with the people morely with
people with whom they have never met before.

2.4 When used in counselling, attending behaviours should be used to:

a) Let the client know when it is time to stop talking.
b) Make you appear to be listening while you are deciding what to say.
c) Ensure your client knows you are listening to them and understanding what they
are saying, so that they can feel more confident to explore their issues with you.
d) Fill in time if you don’t think you can help them.
e) Convey a sense of detachment from your client’s problems.

Your response: Ensure your client knows you are listening to them and
understanding what they are saying, so that the can feel more confident to explore
their issues with you.

Observation
2.5 During counselling, clients do not always communicate with words. It is important
that you learn to apply observation skills to help identify what your clients’ non-
verbal behaviours can indicate.
a) Counsellors need to observe and gather information from client’s non-verbal
behaviour. For each type of non-verbal behaviour listed in the table below,
provide two examples of what each behaviour might be able to tell you. (Your
total response should be no more than 100 words)

Behaviour Meaning

A relaxed and comfortable posture gives a sign of a person

Posture
being confident and relaxed to the environment.

It will aid the patient's appearance of warmth, openness,

Facial friendliness, and confidence. Counselors may encounter
expressions circumstances such as a large throng gathering outside their
room and one client asking several inquiries.

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 To demonstrate real attention in what the customer is saying,
Eye contact
restore optimum eye contact.

In counseling, silence allows the client to talk freely about

their problems. Silence also provides the client with the
Silence
opportunity to analyze their emotions and opinions without
even being interrupted.

b) The way in which a person speaks can also provide a counsellor with a wealth of
information. List the three things a counsellor should observe about a client’s
voice while they are speaking. (Your total response should be no more than 10
words)

     

2.6 Imagine that you are counselling a new client, Kevin. Kevin is describing an incident
that happened at work. He is sitting bolt upright and his arms are crossed. He is
frowning and is quite red in the face. He seems to be looking somewhere over your
shoulder.
Describe what you might infer from Kevin’s non-verbal communication (i.e., what do
you think he might be thinking/feeling). (Your response should be no more than 50
words)

     

2.7 Imagine that you are counselling a new client, Kyla. Kyla is talking about a difficult
childhood experience. She is slumped in her chair and there are tears in her eyes.
Although she is smiling, she is swallowing repeatedly and looking down at the floor.
a) Describe what you might infer from Kyla’s non-verbal communication (i.e., what
do you think she might be thinking/feeling). (Your response should be no more
than 50 words).

     

b) Briefly describe the verbal and non-verbal communication strategies you should
use as Kyla’s counsellor to demonstrate to Kyla that you are listening to her story.
(Your response should be no more than 50 words)

     

Questioning skills
2.8 Melissa is attending counselling to help her with a problematic work situation. The
counsellor wants to encourage Melissa to talk about what has been happening with
her supervisor in more depth.
a) What type of question (open or closed) should the counsellor use to achieve this
aim?

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 Your response:      

b) Provide an example of a question the counsellor might ask Melissa to achieve this
aim. (Your response should be no more than 20 words)

     

c) After Melissa tells more of her story, the counsellor wants to clarify whether or
not Melissa has reported the issue to her human resources department. What type
of question (open or closed) would help the counsellor clarify this?

Your response:      

d) Provide an example of a question the counsellor might ask Melissa to achieve this
aim. (Your response should be no more than 20 words)

     

2.9 Questions can help to guide counselling conversations and further develop a client’s
story. However, they must be used appropriately. The table below outlines some
potential problematic types of questions. You must complete the table by briefly
outlining why each of these types of questions can be problematic. (Your total
response should be no more than 100 words)

Type of question Why is this problematic?

Bombardment/grilling      

Multiple questions      

Questions as statements      

Why questions      

2.10 Complete the table below by correctly identifying what type of question each of the
examples is a form of. Each question is one of the following:
a) Closed.
b) Compound/double-barrelled.
c) Open.
d) Question as statement.
e) Why questions.

Example Type of question

“What has been going on for you since

     
we last met up?”

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 “Don’t you think you should consult your
     
husband before deciding that?”

“Have you attended counselling before?”      

“What do you find most difficult about

your husband’s behaviour and your      
relationship with your mother in law?”

2.11 Explain why counsellors should avoid asking clients compound/double-barrelled

questions and what they should use instead. (Your response should be no more than
75 words)

     

Responding skills AND noting and reflecting

2.12 Complete the table below by identifying which counselling microskill (encourager,
paraphrase, reflection of feeling, or summary) is being used in each of the
counselling examples. (Note: Each microskill may be used more than once.)

Example Microskill

Client: “I’m here to see you because I’m really lost.”

     
Counsellor: (nodding head) “Uh-huh…”

Client: “There are just so many problems going on with

my family; it’s all too much.”      
Counsellor: “It feels overwhelming…”

Client: “I’ve told my wife that I’ve decided to move to

Sydney for this new job and she was upset. She doesn’t
want to move.”      
Counsellor: “I see. You’ve decided to change jobs and
move to Sydney, but your wife doesn’t want to.”

Client: “Like I said last week, there is this new job in      
Sydney and I want to move but my wife isn’t happy
about it. So I haven’t talked to her about it since last
week. It’s also because there’s no guarantee that I’ll get
the job, plus we are having a lot of family issues right
now. My son is in his last year of high school and he
doesn’t want to move, so he is rebelling at the moment.
My youngest daughter is sick and a new environment
would not be ideal for her. I need to sort these out
before discussing it with my wife again”.
Counsellor: “Last week we talked about the possibility
of you moving to Sydney with a new job. Today you’ve

19
 mentioned various family issues to sort out before
you’re able to make that move and you have agreed to
hold off discussing it further with your wife until you
know for sure if you have the job or not.  Is that right?”

2.13 Imagine that you are counselling a 35-year-old client, Sean, who has come to talk
about his divorce. During the session he says: “I am really lost right now. Eleanor still
won’t let me see the kids and I miss them so much. I can take her to court for a
custody hearing but the lawyer would charge me an arm and a leg and I’m not sure I’d
be able to trust him even if I could find the money. I just don’t know what to do.”
a) In the space below, write what you would say to Sean to provide an appropriate
paraphrase of what he has said. You must ensure that your response includes all
four dimensions of a lengthy paraphrase (i.e., a sentence stem, use of key words,
reflection of the essence of what the client has said, and a checkout). (Your
response should be no more than 50 words)

     

b) Consider everything you have learned about counselling microskills and briefly
outline at least one appropriate non-verbal technique and one appropriate verbal
technique that you would use during the remainder of your session to help keep
Sean engaged in the counselling process. (Your response should be no more than
50 words.)

     

2.14 What is the difference between a paraphrase and a summary? Why might a counsellor
use each? (Your response should be no more than 100 words)

     

2.15 When used appropriately, reflection of feeling is a very useful counselling

communication skill that can help enable the client to explore the emotional
dimensions of their concerns. List three potential sources of information that a
counsellor could use to help identify the client’s emotions. (Your response should be
no more than 30 words)

     

2.16 Imagine that you are counselling Jamie. Jamie has been referred to counselling
because he has been getting into fights at school. During the course of the initial
interview, you ask him about his home life. Some of Jamie’s statements are presented
in the table below. You must complete the table by writing what you could say in
response to each of Jamie’s statements using the indicated microskill and briefly
outline the potential impact that your response would have on the counselling
conversation. (Your total response should be no more than 200 words)

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 Jamie’s statement Your response

1. “Things are really bad at home at the a) Write an appropriate minimal

moment.” encourager/minimal response:
     
b) What impact would using a minimal
encourager/minimal response have
on the counselling conversation:
     

2. “Mum and dad are always fighting a) Write an appropriate paraphrase:

about money. They shout and carry on      
and it ends up with dad storming out
and going drinking and then mum gets b) What impact would using a
all upset and goes to her room and I paraphrase have on the counselling
can hear her crying.” conversation:
     

3. “I hate listening to it. I get all wound a) Write an appropriate reflection of

up and antsy – usually I turn the music feeling:
way up so I don’t have to hear them.”      
b) What impact would using a
reflection of feeling have on the
counselling conversation:
     

4. “Dad just keeps on saying things will a) Write an appropriate summary.

come right but I don’t think they will –      
it’s been going on like this for ages.
The only way things will get better is if b) What impact would using a
Dad actually gets his act together and summary have on the counselling
gets some work. I’ve even looked up conversation:
some jobs and put them right in front of      
him but he always finds something
that’s wrong with them. Maybe I
should just leave school and get a job
and at least then there’ll be some
money around and they’ll stop
fighting.”

Providing client feedback

2.17 The purpose of providing client feedback is to…
a) Let the client know what you find annoying about them.
b) Ensure that you, as the counsellor, are in charge of the session.

21
 c) Help clients identify behaviour, thoughts or emotions that may be contributing to
their issue.

Your response:      

2.18 List three strategies that can be used when giving clients feedback to reduce the
likelihood of them responding defensively. (Your total response should be no more
than 50 words)

     

A note on silence
2.19 As a counsellor, the effective use of silence can be a valuable communication tool.
List three benefits that the use of silence can have for counselling. (Your total
response should not be more than 50 words)

     

2.20 Briefly outline what you should do if there is an extended period of silence during
your counselling session with a client. (Your response should be no more than 50
words)

     

Microskills in action
2.21 A counsellor, Imelda, and her client, Max, are talking about his experiences as a child
in boarding school. Imelda notices that Max is becoming increasingly withdrawn and
giving monosyllabic answers. He seems tense and is avoiding making eye contact
with her and she senses that this had been a really difficult, traumatic time for him.
Imelda immediately changes the subject and asks Max what films he has seen lately.
a) What non-verbal cues might indicate that Max is experiencing a strong emotional
reaction? (Your response should be no more than 30 words)

     

b) Briefly describe Imelda’s key responsibility, given that strong emotions have
arisen in session, and the skills that she should use in responding to Max. (Your
response should be no more than 50 words)

     

c) Is it always necessary and helpful for clients to talk about the emotions that arise
in counselling sessions? Why or why not? (Your response should be no more than
30 words)

     

22
 d) What could Imelda say to indicate to Max that she is attending to his
communication and seeking to understand what is happening? (Your response
should be no more than 50 words)

     

e) What would you recommend that Imelda do if Max indicates that he does not
want to talk about his experience at boarding school and how he feels about it?
(Your response should be no more than 50 words)

     

Integrating your knowledge

The following questions require you to draw upon all of the knowledge and skills you have
learned throughout Sections 1 and 2 of the Study Guide.

2.22 Complete the table below by briefly outlining at which stage or stages of the
counselling interview each of the counselling techniques is most often used. (Your
total response should be no more than 100 words)

Technique Stage/s when used most often

Attending behaviour      

Client observation      

Questioning      

Responding (encouragers,
     
paraphrasing, summarizing)

Noting and reflecting      

Giving client feedback      

2.23 Imagine that you are counselling Eloise, who is experiencing relationship issues.
Eloise tells you that her husband has told her that she never listens to him. You notice
in your sessions that Eloise repeatedly interrupts you and ignores what you have said.
You feel that this might have some bearing on her communication difficulties with
her husband. What technique would you use in this situation and what would you
hope to achieve by using it? (Your response should be no more than 50 words)

     

23
2.24 Imagine that a counsellor has been talking with a client, Melanie, about the
difficulties she is having with her body image and how her husband, Adrian, has been
exacerbating this issue by commenting on her weight gain.
The counsellor says, “So when Adrian comments on your weight, you feel ashamed
but angry as well because you’ve told him before that it upsets you.” What technique
is the counsellor using and what effect might it have on Melanie? (Your response
should be no more than 50 words)

     

24
 Cam also takes lots of notes during sessions. He presents pages of them in
supervision.
 Most of Cam’s clients report finding it difficult to talk to him.

In the space below, briefly outline what Cam is doing that might be interrupting his
counselling communication with clients and what steps can he take to improve things.
Hint: It may help to identify any communication barriers that could arise due to
Cam’s practises. (Your response should be no more than 150 words)

     

25
 CHCCSL002 Assessment Book Section 2
Assessor’s Comments
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on your responses to questions in Section 2 of this Assessment
Book.

Competent / Not Yet Competent

Assessor’s Name:
Date:

26
Section 3
SPECIALIST COUNSELLING COMMUNICATION
SKILLS
3.1 Core microskills are generally used to establish rapport, gain a comprehensive
understanding of a client’s issues and help identify what the client would like to
achieve from the counselling process. Specialist skills such as challenging, focusing,
and reframing are typically used too…
a) Enhance client development and growth.
b) Facilitate change in behaviour, thought patterns or emotions.
c) Help clients become aware of ‘blind spots’ that may be contributing to their
issue.
d) Offer clients a different perspective of their issue.
e) All of the above.

Your response:      

3.2 It is usually appropriate to use specialist communication skills:

a) In ‘initiating the session’ stage as a way of building client-counsellor rapport.
b) In the ‘gathering data’ stage as a way of facilitating understanding of the client’s
issue.
c) In the ‘mutual goal setting’ stage as a way of supporting the client in the
decision making process.
d) In the ‘working’ stage as a way of supporting the client in identifying what they
need to change and how they can achieve this.

Your response:      

Challenging
3.3 Select whether the following statements are True or False.
a) Challenging should be used when the counsellor identifies discrepancies,
conflicts, and mixed messages in the client’s experience.
True False

b) The most effective type of challenging are those that involve direct, harsh
confrontations.

True False

c) When used effectively, challenging can help bring about change in the client’s
behaviour.
True False

27
 d) Challenging can help assist clients to broaden their self-awareness.
True False

e) Challenging focuses on the person as the problem.

True False

3.4 Read the following counselling conversation examples and indicate whether or not the
counsellor’s statement is an appropriate use of challenging.
a) Client: [sobbing]. “And now they say she’s terminal. I’m devastated – I don’t
think I can do it without her.”
Counsellor: “Of course you can.”
Is this an appropriate use of challenging?
Yes No

b) The client is telling the counsellor how it’s a good thing that she lost their job but
has tears welling in her eyes while she is telling the story of having to clear out
her desk.
The counsellor says: “You say that you couldn’t care less about losing your job
but you seemed a little teary just then when you were talking about clearing out
your desk.”
Is this an appropriate use of challenging?
Yes No

c) The client dejectedly tells the counsellor that things are hopeless because
everyone hates them.
The counsellor says: “You say that no-one likes you but you mentioned in our last
session that you recently had a surprise birthday party organised by your friends
and family. It seems to me that there are people who care about you very much.”
Is this an appropriate use of challenging?
Yes No

3.5 Read the following client statements and provide a counsellor response that
effectively uses the skill of challenging. Remember that challenges must be sensitive,
appropriate, and professional. Hint: Reading D may help with this question. (Each
response should be no more than 30 words)
a) (After indicating that she has just bought an expensive dress) “I’m really worried
about how I’m going to pay this month’s rent.”

     

28
b) (Client breaks eye contact, sighs, and slumps in their chair) “Yes, it would be
good to get to the library to get that vocational information you suggest…I know
it would be helpful for me.”

     

29
 c) “Nothing is more important to me than my family. I like to spend a lot of time
with them.” (A few minutes later) “My work is my number one priority – it has to
come first.”

     

3.6 List three things that counsellors should keep in mind when using challenging to help
ensure that the client does not response defensively. (Your response should be no
more than 50 words)

     

Focusing
3.7 Select whether the following statements are True or False.
a) Focusing can enable the counsellor to direct the client’s focus onto themselves
(the client).
True False

b) Focusing enables the counsellor to convince the client that the counsellor’s
opinion is the best one.
True False

c) Focusing enables the client to talk about unrelated matters whenever they like.
True False

d) Focusing is used to direct attention to specific dimensions and areas of the client’s
life and experience.
True False

3.8 Briefly explain what each of the following types of focusing are. (Each response
should be no more than 20 words)
a) Focusing clients on themselves.

     

b) Focused exploration.

     

c) Focused responding.

     

3.9 Focusing skills are used to direct attention to specific dimensions and areas of the
client’s life and experiences. The box below provides examples of

30
statements/questions that a counsellor can use to focus a client on particular
dimensions.

Client statement: “Kerrie and I went out on our first date but I’m scared she won’t
want to see me again. I think I said some stupid things, so maybe she thinks I’m
dumb. I want to call her to find out if she likes me, but I had to reset my phone so I
lost her number. I’m Facebook friends with one of her mates, but after how the date
went, I’m not sure her friend will give me Kerrie’s number again. I told my brothers
about it and that was a mistake – they just gave me a hard time about it.”
a) Focus on feelings: “You’re feeling scared that Kerrie might not want to go out
with you again.”
b) Focus on the problem: “How do you think you could contact her to see whether
she wants to see you again?”
c) Focus on significant others: “Why don’t you think her friend will give you her
number again?”
d) Focus on the context: “How are relationships approached in your family?”
e) Focus on the counsellor: “I’ve found the waiting period after a first date scary,
too.”

Consider the following client statement and write a response that uses focused
responding for each area identified below. Write these responses as though you are a
counsellor speaking to Theresa. (Each response should be no more than 20 words)
Theresa: “I just broke up with my boyfriend Diego and I feel pretty awful. He wanted
to get married and have kids, but I didn’t. I think I still want to be friends, but he
won’t have anything to do with me. My friends think I have made the wrong
decision.”
a) Focus on feelings:

     

b) Focus on the problem:

     

c) Focus on significant others:

     

d) Focus on the context:

     

e) Focus on the counsellor:

     

31
Reframing
3.10 Consider each of the following client statements and write a reframing statement that
a counsellor could give that provides another reasonable explanation for the event or
circumstance that the client is discussing. Remember that reframing must be done
sensitively and appropriately. Hint: Reframing is a challenging skill to master; you
might like to review Reading F for examples of reframing before you answer the
following questions. (Each response should be no more than 50 words)
a) Marcel is studying at TAFE. He tells his counsellor, “I think my teacher thinks I
don’t pay attention in class. She’s always asking for my opinion in discussions,
like she’s trying to catch me out and prove I wasn’t listening or something.”

     

b) Billy started attending counselling after being made redundant at work. During
one session, he says starts talking about his wife, Sarah. He says, “I’m worried
that Sarah is having an affair. She always says that she’s working long hours, and
when I took her out for dinner the other night so we could have some time
together, she didn’t seem to want to be there. She just yawned all evening.”

     

c) Jackie has a habit of quickly skimming through work emails, which means that
she has missed important information more than once. She is upset after a work
meeting, and tells her counsellor, “I’m such an idiot. They were talking about this
strategy that I have no idea about. It must be common knowledge – everyone else
in the room had something to say about it. But I didn’t even understand half of
what they were saying. I don’t think I’m cut out for this job.”

     

3.11 Read the following counselling scenarios and select whether or not you would use
reframing in these situations.
a) To convince a client that their perspective is wrong.

Yes No

b) To offer a more realistic view in response to a client’s belief that she is useless at
everything.
Yes No

c) In an initial session when a client is talking about what has brought her to
counselling.

Yes No

32
 d) To help a client who is experiencing relationship issues consider alternative
motivations or explanations for their partner’s actions.
Yes No

Counselling skills in action

3.12 Select whether the following statements are True or False.

a) Challenging can be a particularly effective technique when working with clients

who are If a client is ‘stuck’ in a particular pattern of behaviour/thoughts.
True False

b) If a client appears to be nervous and is focusing on small problems during the

initial counselling session then the counsellor should challenge the client to talk
about “more important” problems.
True False

c) Reframing can be a useful technique when working with mandated clients.

True False

d) Counsellors should consider each individual client’s needs and background before
using specialist counselling skills like focusing, reframing, and challenging.
True False

Integrating your knowledge

The following questions require you to draw upon all of the knowledge and skills you have
learned throughout the first three sections of the Study Guide.
3.13 Counsellor Eric has developed an effective counselling relationship with his client,
Carter, and has a good understanding of the issues Carter is struggling with. They are
now in the ‘working’ stage of the counselling process and Eric wants to help Carter
develop insight into his family issues and implement the changes he’s identified as a
priority.

33
 Complete the table below by identifying which specialist counselling skill
(challenging, focusing, reframing) would be most appropriate for Eric to use in each
case.

Eric’s intention Specialist skill

Eric wants to help Carter explore his family

dynamics in more depth to help him deal more      
effectively with issues he’s having with his father.

Eric wants to help Carter explore the current

situation from multiple perspectives and consider      
his father’s point of view.

Eric wants to help Carter become aware of the

discrepancy between what he says he wants (a
     
closer relationship with his father) and his
behaviour (staying out all night and avoiding him).

3.14 Read the following client/counsellor transcript and identify which specialist
counselling skill (i.e., challenging, focusing, or reframing) would be most
appropriate to use at that particular point and describe the potential impact this may
have on the client.
a) Client: “So I was walking down the street and there was Bernadette. I was so
excited to see her – I haven’t seen her for ages. She was across the street and I
couldn’t cross just then but I waved at her and she just completely blanked me!
Well, I was going to ask her to Rachel’s wedding but now she’s off the wedding
list.”

i. What specialist skill would it be most appropriate for the counsellor use at this
point?

Your response:      

ii. What beneficial impact might it have on the client? (Your response should be
no more than 30 words)

     

b) Client: “My family is quite religious and they’ve always looked down on single
mothers. I haven’t told them that I’m pregnant yet. I guess that’s why I haven’t
really mentioned them.”
i. What specialist skill would it be most appropriate for the counsellor use at
this point?

Your response:      

34
 ii. What beneficial impact might it have on the client? (Your response should be
no more than 30 words)

     

Your response:      

     

Dialogue Skill

Client “I feel so confused at the moment. I feel

like I’m being pulled in two different
directions. I’m studying full time which I
love but my Dad wants me to give it up
and work full time for the family
business.”

Counsello “You’re feeling unsure and conflicted

     
r about these two options.”

Client “I really don’t want to work for the

family business. I don’t mind helping him
out but I have no interest in being there
forever. I know that at some stage I have
to break it to him but he says it’s
important that I’m involved. I feel like I
can’t leave but I really don’t want to give
up my studies either.”

Counsello “So if I’m understanding correctly,

r although you don’t mind helping out,
you’d prefer to carry on studying rather
     
than commit to working in the family
business but you feel it’s important to
your dad?”

Client “I’m happy to drop my course if it means

that he’s happy.” (tearful and looks
down).

Counsello “You say that dropping your course

r would be okay if that means your dad’s
happy, but it looks to me like the thought      
of dropping out is actually quite upsetting
for you.”

Client “It’s just typical of dad. He’s always

pressuring me to get full time work. It’s

35
 like he doesn’t think I’ll ever be able to
succeed using my university degree.”

Counsello “From what you’ve told me about your

r dad, he really struggled when he first
came to Australia. I wonder if perhaps
     
that might be why he’s encouraging you
to work in the family business – so you’ll
be financially secure.”

Client “Yeah it was pretty tough for him when

he first came over.”

Counsello “You know, I wonder if it might be

r helpful to talk a bit more about your
family and what the family business
     
might mean for all of you. I wonder if we
can get a better idea of how to approach
things with your dad then.”

3.16 In which situation(s) would it NOT be appropriate to use specialist counselling skills
(i.e., focusing, reframing, and challenging)?
a) You identify a pattern of avoidance and decide that you need to bring it to your
client’s attention.
b) Your client is distressed and crying about a recent car accident she was involved
in.
c) Sessions are going well but your client is constantly putting herself down.
You’d like to help her see herself more realistically.
d) Your client has mentioned feeling isolated but has not talked about his large
Italian family at all.
e) Your client is extremely anxious about counselling and it is the first counselling
session.
f) A&B
g) B & D
h) B & E

Your response:      

36
 CHCCSL002 Assessment Book Section 3
Assessor’s Comments
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on your responses to questions in Section 3 of this Assessment
Book.

Competent / Not Yet Competent

Assessor’s Name:
Date:

37
Section 4
COUNSELLING PRACTICE
Ethical practice
4.1 Read the following extracts from the Australian Counselling Association’s Code of
Ethics and Practice before responding to the following questions.

“Counsellors work with clients in ways that affirm both the common humanity and
the uniqueness of each individual. They must be sensitive to the cultural context
and worldview of the client, for instance whether the individual, family or the
community is taken as central.
Counsellors are responsible for working in ways that respect and promote the
client's ability to make decisions in the light of his/her own beliefs, values and
context.
Counsellors have a responsibility to consider and address their own prejudices,
stereotyping attitudes and behaviour. They are to give particular consideration to
ways in which these may be affecting the counselling relationship and influencing
their responses.”
(Adapted from ACA, pp. 7-8)

Consider what you have learned in your Study Guide and the extract above and select
whether the following statements are True or False.
a) Counsellors must respect their clients' individuality, values, and beliefs.
True False

b) Counsellors must work in a way that affirms clients' human rights.

True False

c) Counsellors must take care not to discriminate against clients.

True False

d) Counsellors must counsel in a way that encourages clients to align their values
with the counsellor's.
True False

e) Counsellors have a responsibility to reflect on and evaluate their

interactions/communication with clients.

True False

f) Counsellor values and beliefs have the potential to detrimentally influence the
counsellor-client relationship and communication process if they are not
appropriately managed.
True False

38
 g) Counsellors should seek to take into account the worldview of the client and
encourage the client to make their own decisions based on their own value
system.
True False

Self-reflection
4.2 Briefly outline three ways in which self-reflection can help counsellors improve their
practice. (Your total response should not be more than 150 words)

     

     
4.4 Imagine that a counsellor, Jake, has used the reflective practice cycle and identified
that he has difficulty understanding the cultural background of his diverse clients and
this sometimes results in him allowing his own values to influence the counselling
relationship. What could Jake do to address his gaps in knowledge/skills related to
working with diverse clients? (Your response should not be more than 50 words)

     

Self-reflection and ethical practice

4.5 What set of guidelines could you consult to ensure your practice is in line with ethical
principles? (Your response should be no more than 10 words)

     

4.6 Imagine that a counsellor, Mark, undertakes a process of structured self-reflection.

Observations about his practice are detailed in the table below. Complete the table by
correctly identifying which legal/ethical principle each of his observations relate to
(confidentiality, discrimination, duty of care, practitioner/client boundaries, or
privacy).

Mark’s self-reflection observations Legal/ethical principle

I assumed that my client would not understand

the assertiveness exercise I usually teach clients      
so I didn’t bother doing it with him.

Although I didn’t identify him, I discussed client

     
X’s story with my friend at the pub.

I checked the ACA Code of Ethics and Practice

to make sure I acted appropriately when client Y      
threatened to harm himself.

39
 Maybe it wasn’t the best idea to go have a coffee
     
with Client Z after our session.

I made sure my office was still sound-proof after

     
the recent renovations.

4.7 Counsellors must be aware of their own values so that they can ensure that these
values do not interfere in their work with clients. To help you start developing a
deeper awareness of your own values, complete the following Values Questionnaire.
(Note: Your personal responses to the questionnaire will not be assessed, however
evidence that you have completed the activity is required.)
Values Questionnaire
For each of the following, indicate the response about your values that best fits you –
there are no right or wrong answers. Use the following code:
A= I could work with this person;
B= I would have difficulty working with this person;
C= I could not work with this person.

1. A person with fundamentalist religious beliefs      

2. A man who wants to leave his wife and children to have sex
     
with other women

3. A woman who is seriously considering an abortion      

4. A teenager who is having unsafe sex and sees no problem

     
with this behavior

5. A high school student who is sent to you by his parents as he

     
is abusing drugs

6. A person who is convinced that one’s feelings should be kept

     
to oneself

7. A man who believes in physically punishing his children      

8. A high school student in conflict with her adopted parent

     
from a different culture

9. A high school student who thinks she may be lesbian      

10. A gay or lesbian couple wanting to adopt a child      

11. A man who cheats the system and gets more than his legal
     
share of public assistance

12. An interracial couple wanting to adopt a child      

40
 13. A client from another culture who has values very different
     
from your own

14.A mother who blames the school for her son’s behaviour
     
problems and constantly makes excuses for the child

Adapted from Corey, G., Corey, M., Corey C & Callanan, P. (2015). Issues and ethics
in the helping professions (7th ed.). Pacific Grove, CA: Thomson Brooks/Cole.

4.8 Choose one of the clients from the previous question that you think might be
challenging to work with given your values and beliefs. If you have answered ‘A’ to
all of the examples above, think of a client that might be problematic for you to work
with personally. Identify which client you have chosen and describe how your own
values might impact on the counselling relationship between you and this client.
(Your response should be no more than 150 words)

     

4.9 A counsellor, Alex, reads the following extract in the ACA’s Code of Ethics and
Practice.

“Counsellors are responsible for working in ways that respect and promote the
client’s ability to make a decision in the light or his/her own beliefs values and
context.”
(ACA, p. 7).

Describe two principles of the person-centred approach that would help Alex to
counsel according to the above code of practice. (Your response should be no more
than 50 words)

     

Client session notes

4.10 Briefly outline two benefits of taking client session notes. (Your total response should
be no more than 50 words)

     

4.11 List the key elements that a counsellor's session notes should typically include. (Your
response should be no more than 50 words)

     

4.12 How can a counsellor ensure that note taking does not negatively affect the
counselling communication process? (Your total response should be no more than 50
words)

41
      

4.13 Complete the table below by briefly explaining how each of the following
legal/ethical principles relate to note taking. (Your total response should be no more
than 100 words)

Ethical principle Considerations in relation to note taking

Duty of care      

Responsibility of      
counsellors and
counselling organisations

Confidentiality and      

privacy

Integrating your knowledge

The following questions require you to draw upon all of the knowledge and skills you have
learned throughout this Study Guide.

4.14 Read the following extract from a journal that a counsellor uses as a method for self-
reflection.

KB was late again. I felt really annoyed and frustrated with her so I told her,
“You’re always late for sessions – you’re obviously not committed to changing
your situation.” She got very defensive. Not a great start!
I haven’t been taking any notes as KB talks so fast (she’s very stressed out which
makes me all stressed out as well!) so we had to spend a bit of time reviewing the
previous session. We used the visual charts which seem to be working well for her.
KB said she hadn’t attended her job interviews last week. I told her that I thought
claiming from Centrelink for such an extended period wasn’t right and that she
needed to really focus on getting work. She went a bit quiet after that. Her
boyfriend Matt seems to be important to her so I thought it might help to focus a bit
more on her relationship with him. She seemed to be a bit more engaged then –
sitting upright and making a bit more eye contact. Matt thinks that working is “for
fools” apparently and she spoke about how dismissive he is sometimes. She got a
bit upset at that point. I showed her that I was listening and helped her identify
some of her emotions using the ‘feelings wheel’. I felt we were on the same page
then.
KB said that actually there had been a job which sounded quite interesting but Matt
talked her out of applying for it. She then said that talking things through in the
session had made her realise that Matt had his own issues about work and that she
would apply for the job as soon as she got home. KB also mentioned that she is
having problems with her landlord as her flat is full of stuff and she just can’t bring
herself to throw anything away. It sounds to me like she might have a problem with
hoarding which I don’t know much about. I summarised the session for KB

42
 including the goals for the week, I made a note to look up some information about
the hoarding and ended the session there.

a) Identify three examples of things that the above counsellor did effectively within
their work with KB. (Your response should not be more than 100 words)

     

b) Identify three opportunities for counsellor improvement within this scenario.

(Your total response should not be more than 150 words)

     

43
 CHCCSL002 Assessment Book Section 4
Assessor’s Comments
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on your responses to questions in Section 4 of this Assessment
Book.

Competent / Not Yet Competent

Assessor’s Name:
Date:

44
 Assessor's Comments - Overall
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on the assessment of this Assessment Book.

Competent / Not Yet Competent

Signature of Assessor: Date:

45
 FIRST RESUBMISSION
The following Entry Box is for students to complete any activities that
require resubmission

Important Note: In order to assist the marker in reassessing your work, please make clear
headings throughout your work, identify the Section Number, Question Number and Page
Number for each question you have to re-submit.

Complete resubmission activities here

    

46
 Assessor's Comments – First Resubmission
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on the first resubmission of this Assessment Book.

Competent / Not Yet Competent

Signature of Assessor: Date:

47
 SECOND RESUBMISSION
The following Entry Box is for students to complete any activities that
require resubmission

Important Note: In order to assist the marker in reassessing your work, please make clear
headings throughout your work, identify the Section Number, Question Number and Page
Number for each question you have to re-submit.

Complete second resubmission activities here

    
 Assessor's Comments – Second Resubmission
To be completed by the Australian Institute of Professional Counsellors to provide
constructive feedback on the resubmission of this Assessment Book.

Competent / Not Yet Competent

Signature of Assessor: Date:

49