Bacp Online and Phone Therapy Opt Training Curriculum 2021

Online and phone
therapy (OPT)
training curriculum
A curriculum for delivering online
and phone therapy training
Copyright information: Online and phone therapy
(OPT) training curriculum is published by the British
Association for Counselling and Psychotherapy,
BACP House, 15 St John’s Business Park, Lutterworth,
Leicestershire, LE17 4HB.
T: 01455 883300
bacp@bacp.co.uk
www.bacp.co.uk
BACP is the largest professional organisation for

counselling and psychotherapy in the UK, is a company
limited by guarantee 2175320 in England and Wales,
and a registered charity, 298361.
Copyright © 2021 British Association for Counselling

and Psychotherapy. All rights reserved.
3 A curriculum for delivering online
Contents
Introduction 5
Rationale 6
Overall aim of the curriculum 7
Curriculum structure 7
Option 1: Core OPT training 7
Option 2: Extended OPT training 7
Option 3: Top-up OPT training 7
Option 4: CPD 7
Course entry requirements 8
Option 1: Core OPT training 8
Option 2: Extended OPT training 8
Option 3: Top-up OPT training 8
Option 4: CPD 8
Additional entry requirements for all OPT training options 9
Delivering OPT as part of a core practitioner training programme 9
Curriculum delivery 10
OPT placements/practice 12
An example session 12
Assessment framework 13
Overview of the OPT training curriculum 14
Option 1: Core OPT training: 15

Subject area 1: OPT media and technology 16
Subject area 2: The scope of OPT working 17
Subject area 3: Ethical and professional practice 18
Subject area 4: Confidentiality and data protection 19
Subject area 5: Facilitation of OPT sessions 20
Subject area 6: Risk 22
Subject area 7: Equality, diversity, and inclusion 23
Subject area 8: Communication and therapeutic skills 24
Subject area 9: Working with psychological processes 26
Subject area 10: Self-care 27
Subject area 11: Supervision 28
Option 2: Extended OPT training: 29

Contents continued.

Subject area 12: Working internationally
(For extended OPT training or top-up training only) 46
Option 3: Top-up OPT training: 47

Subject area 12: Working internationally
(For extended OPT training or top-up training only) 59
Reading list and resources 60

Reading List 61
Further BACP Good Practice in Action resources 63
Appendix A: Suggested student feedback questionnaire 64
Introduction
Introduction
The ongoing growth in the use of digital devices

Rationale has changed the face of mobile communication.
In particular, the growth and availability of video-
In 2020, the BACP (2016) Telephone and based communications have significantly impacted
e-counselling competence framework was reviewed on both practitioners’ skills and their attitudes to
and updated to reflect the presence and position the delivery of remote therapy.
of remote therapy in the professional landscape It is important to recognise that, due to the speed of
and in society more broadly. The 2016 competence evolution of information technology, any published
framework was based on the findings of a systematic guidance in this area can and will reflect only a
literature review, completed in 2013, which was specific moment in time. Practitioners will need to
analysed to identify core themes and extract engage in regular exploration and assessment of
competences. This curriculum and the current technological innovations and their potential impact
Online and phone therapy (OPT) competence as the world of information technology evolves. It
framework are informed by the 2013 review; is therefore the responsibility of the practitioner
however, the material has been re-examined, to continually update their practice alongside
reflected on and developed by an Expert Reference and in connection with this curriculum, the OPT
Group (ERG) recruited by BACP to bring expertise competences in the framework and the information
and experience in contemporary OPT practice. The within the accompanying user guide.
OPT competence framework can be downloaded
here: https://www.bacp.co.uk/events-and- Course trainers and students are encouraged to
resources/ethics-and-standards/competences-and- make reference to BACP’s Good Practice in Action
curricula/online-and-phone-therapy/ (GPiA) resources, in particular:
Therefore, this training curriculum replaces the • GPiA 040, Commonly asked questions:
2016 version, which was developed to support the Social media
BACP Telephone and e-counselling competence
framework. • GPiA 047, Fact sheet: Working online
In relation to this curriculum, online and phone • GPiA 123, Research overview: Digital Technology
therapy (OPT) can be defined as: (publication due in September 2021).
Counselling or psychotherapy practice that relies The Good Practice in Action resources are available
on technologically mediated applications and to BACP members and can be found at:
processes for some or all its delivery. This may https://www.bacp.co.uk/gpia/
involve the use of phones (traditional or smart),
Additional Good Practice in Action resources that
tablets or any kind of computer (desktop, laptop
may be useful to trainers and students can be
etc.) with an internet connection. These enable
accessed via the weblink above, some of which are
interactions to take place remotely, implying
listed in the reading list at the end of this curriculum.
that practitioner and client will not share the
same physical space. Some of the administrative BACP’s guidance on the use of social media
communication between the two parties may will also be useful to trainers and students:
be asynchronous. Technologically mediated https://www.bacp.co.uk/membership/membership-
communication may be the foundation for either a policies/social-media/
part or all of the therapeutic work.
It is also recommended that this curriculum is
The number of practitioners delivering therapy in used alongside BACP’s Ethical Framework for the
ways that are mediated by technology has been Counselling Professions, which can be found at:
growing for some time, and the Covid-19 pandemic https://www.bacp.co.uk/events-and-resources/
resulted in the majority of practitioners using some ethics-and-standards/ethical-framework-for-the-
form of distance-based mediated approach in counselling-professions/
order to maintain their client work during lockdown
restrictions.
Introduction
Option 2: Extended OPT training

Overall aim of the
curriculum Extended OPT training includes all of the elements
in the core OPT training plus additional extended
The aim of BACP’s Online and phone therapy (OPT) content and learning outcomes.
training curriculum is to enable counselling students The extended OPT training has 12 subject areas
and qualified practitioners to gain knowledge of and and it is suitable for qualified practitioners who
competence in OPT with adults in order to practise are seeking a broader OPT training, which includes
remotely in an ethical and effective way. This a wider range of technology assisted media,
training curriculum is aimed at training providers competence for international working and text-
who wish to deliver training for OPT. based, asynchronous therapy.
Option 3: Top-up OPT training

Curriculum structure The extended content and learning outcomes can be
The curriculum can be delivered in different ways: delivered in isolation as top-up training. This option
is suitable for:
1. Core OPT training
• Qualified practitioners who have already
2. Extended OPT training completed core OPT training, or can evidence
via a formalised APL procedure that they have
3. Top-up OPT training equivalent prior knowledge and skills of working
4. CPD – individual elements of the content using online and phone media.
for extended OPT training for CPD.
Option 4: CPD
Option 1: Core OPT training Different elements of this curriculum can be
The core elements of the OPT curriculum give delivered as CPD to address gaps in OPT knowledge,
students and practitioners the necessary skills and skills and competence to support the ongoing
knowledge to begin working with adults using OPT. development of post-qualified practitioners.
Core OPT training has 11 subject areas, and it is

suitable for:
• Trainee practitioners on core training that

includes some remote supervised placement
hours
• Qualified practitioners who wish to complete OPT

training to enable them to work nationally using
video and phone mediated technologies.
Introduction

Course entry requirements
• Qualified counselling/psychotherapy practitioner
The curriculum is designed to be flexible to meet with a minimum of level 4 diploma [Regulated
the varied needs of different training providers, Qualifications Framework (RQF) England, Wales
students and practitioners with a range of past OPT and Northern Ireland] and level 7 [The Scottish
experience and/or previous OPT training. Therefore, Credit and Qualifications Framework (SCQF)
each of the options for delivery of the curriculum Scotland] or equivalent, which included a
has slightly different entry criteria. minimum of 400 hours of direct tutor contact
time and 100 hours supervised counselling/
psychotherapy practice in line with recognised
Option 1: Core OPT training practitioner training
• Has already completed core OPT training or,
with a minimum of level 4 diploma [Regulated
Qualifications Framework (RQF) England, Wales • Can evidence via a formalised APL procedure
and Northern Ireland] and level 7 [The Scottish knowledge, skills and OPT experience that is
Credit and Qualifications Framework (SCQF) equivalent to the elements within the core OPT
Scotland] or equivalent, which included a training
minimum of 400 hours of direct tutor contact
psychotherapy practice in line with recognised Option 4: CPD
practitioner training, or,
• Currently studying for an adult-focused with a minimum of level 4 diploma [Regulated
counselling/psychotherapy qualification (course Qualifications Framework (RQF) England, Wales
requirements as above) and Northern Ireland] and level 7 [The Scottish
Credit and Qualifications Framework (SCQF)
Scotland] or equivalent, which included a
Option 2: Extended OPT training minimum of 400 hours of direct tutor contact
with a minimum of level 4 diploma [Regulated
practitioner training
Qualifications Framework (RQF) England, Wales
and Northern Ireland] and level 7 [The Scottish • Has already completed core OPT training or its
Credit and Qualifications Framework (SCQF) equivalent
Scotland] or equivalent, which included a
minimum of 400 hours of direct tutor contact
practitioner training
Introduction
Additional entry Delivering OPT as part of

requirements for all OPT a core practitioner training
training options: programme
• Member of a counselling/psychotherapy When delivering OPT as part of a core practitioner
professional body (e.g. BACP) counselling/psychotherapy course, students must
be taught and assessed in the content and learning
• Owns or has access to computer/laptop/tablet outcomes within the Core OPT training (Option 1).
with good broadband connection and
internet security Before starting remote client work, students
must be assessed individually for their readiness
• An understanding of the legal and ethical to begin working with clients using online or
considerations for ensuring confidentiality and phone-mediated technology.
privacy and of the data protocol that needs to
be followed Due to the particular legislative, insurance, and
safeguarding considerations for international
• Owns or has access to designated landline or practice, students on core practitioner training
mobile phone should only work with UK-based clients.
• Has access to a private, uninterrupted space Further information about BACP’s requirements for
in which to attend online training and deliver delivering OPT as part of a core practitioner training
confidential OPT sessions course, can be accessed here:
For accredited courses: BACP course accreditation

criteria - 2009 Scheme, 6th edition (amended in
2021 to include online teaching delivery and remote
placements) https://www.bacp.co.uk/membership/
organisational-membership/course-accreditation/
For all other core practitioner training courses: BACP

guidance for online teaching delivery and remote
supervised placements www.bacp.co.uk/online-
teaching-guidance
Introduction
6. As with the counselling process, which the

Curriculum delivery course should model, adequate time should be
given at the outset for contracting as a group
Practitioners who provide OPT need to ensure they as well as familiarisation and bonding. A range
are working within their competence (See BACP’s of ice breakers and other creative materials can
Ethical Framework for the Counselling Professions be used to this effect. This can be especially
(2018), Good Practice; Working to professional beneficial to acknowledge the differences
standards, point 13.) between working creatively within OPT and
in-the-room teaching and learning
In addition, the following points are pertinent to the
delivery of this curriculum: 7. While specific issues, such as working with
difference, working ethically and working
1. The teaching team will be counselling safely in OPT have specific references within
practitioners with current or past experience the subject areas, it is expected that they will
of providing both face-to-face (in-the- permeate throughout the course curriculum,
room) counselling and OPT. Trainers will be since they are connected to values which
experienced and competent with these modes underpin all training and practice
of working. They must also be competent in
delivering experiential learning online. Courses 8. Trainers need to familiarise themselves with
may bring in specific expertise to teach different BACP’s Online and phone therapy (OPT)
elements of the OPT training where there are competence framework before delivering
gaps in knowledge within the teaching team. the training
Courses are responsible for assessing students’ 9. It is expected that the course will include a
competence for OPT working throughout the wide range of teaching styles and as much
course and before beginning OPT practice experiential work as possible during both
2. The course must have OPT appropriate data face-to-face (in-the- room) and remote
protection policies and procedures training sessions
3. Students will need a private space to attend 10. The delivery of this training curriculum should
online training sessions and to deliver OPT be underpinned by adult learning theories,
sessions if remote client work at the student’s which use experiential and reflective learning
home is required/allowed approaches (e.g. Experiential Learning Cycle
(Kolb, 1984); The Reflective Cycle (Gibbs, 1988);
4. For online teaching delivery: ALACT (Korthagen and Vasalos, 2010))
• The course must have the appropriate 11. Although there are 12 subject areas across
technology, software and IT support for the whole of this curriculum, it is important to
online teaching delivery to take place without note that one subject area does not necessarily
unnecessary interruption equate to one day of course delivery. In
addition, the subject areas are not intended to
• There must be adequate data security sit as separate units/modules that need to be
in place delivered in any particular linear/sequential
format. Many subject areas interlink, and some
5. The course must have a policy for online
underpin all elements of the course e.g. Subject
teaching that includes:
area 3: Ethical and professional practice
• Student attendance (e.g. fully present with
12. Each subject area is supported by references to
camera on, mute/unmute microphones etc.)
the relevant competences contained within the
• Student ‘netiquette’ (e.g. not engaging in Online and phone therapy (OPT) competence
private text-based communication with peers framework. These references are included so
during taught sessions, microphone on mute that tutors and students can develop familiarity
etc.) with the competences and focus on specific
areas of learning and development in relation to
practice
Introduction
13. The listed contents for each subject area are not 20. All students should be encouraged to be
intended to become a check list of competences active researchers. This might include working
for students to achieve, as this could potentially together on a topic to be presented to the wider
undermine any relational, experiential and group or producing well-documented and
reflective aspects of the learning experience referenced assignments. It could also involve
action research and lead to students becoming
14. In the interest of ethical experiential skills’ more interested in themselves as reflexive and
practice and reflective training, it is important research active practitioners. Students should
that the sessions are delivered in a time frame be encouraged to engage with the OPT research
that allows for processing of knowledge and to literature in order to maintain the currency of
allow the experience of practice to complement practice
the learning. However, course timings can be
adapted to suit the training provider 21. It is expected that appropriate therapeutic
resources and tools will be available to students
15. It is suggested that an average learning so that experiential learning is enabled during
session lasts for one day of six to seven hours their training
with appropriate breaks. This session length
can also be increased/decreased at the 22. This OPT training curriculum is designed to be
training provider’s discretion so as to meet delivered across all four nations of the United
the requirements of their institution and/or Kingdom and as such can be delivered through
awarding body Higher Education (HE), Further Education (FE)
and by private training providers. Different
16. Courses must ensure a minimum of 80% training establishments have differing
attendance, and 100% of the subject areas qualification, assessment and validation
and course assessments must be successfully requirements to fulfil. Thus, training providers
completed. Thus, any sessions missed must be will have to adapt the learning outcomes to meet
completed by the student accordingly their qualification requirements
17. Whilst flexible in terms of structural delivery, 23. After successful completion of the whole course,
there is little flexibility in terms of the learning it is the counselling practitioner’s responsibility
outcomes because these are mapped onto, and to maintain appropriate and relevant OPT CPD
underpinned by BACP’s evidence-informed
competences for OPT 24. Course trainers should refer to the Good
practice sections of BACP’s Ethical Framework
18. Each session should include face-to-face for the Counselling Professions (2018), in
(in-the-room) and/or OPT practice sessions, particular Supervision, points 60–73, and
facilitated by the trainer(s) and working in pairs Training and education, points 74–80.
or in triads to make use of observation and
feedback skills. Students should be encouraged
to reflect on their practice, both in the room and
remotely, and to consider both the differences
and similarities between each approach. It
may be useful to record some of the OPT skills
practice sessions to further enable students to
reflect on their own skills’ practice and process,
and thereby develop critical self-evaluation and
awareness
19. All students should be encouraged to be

reflective practitioners. This can be helped by
the use of reflective journals or portfolios, which
should include for example, any visual material
created during sessions. Assessment should
include an element of personal reflection
Introduction
OPT placements/practice An example session

Students who are being taught the Core OPT training A typical session will either take place in the
elements of the curriculum as part of their core classroom or remotely using live, synchronous
training will need a supervised placement in which technology e.g. on a video platform.
they can conduct OPT sessions. Please see one of
the following documents for further guidance on A typical session* might reflect the
OPT supervised placements: following format:
• For accredited courses: BACP course accreditation 09.30–10.00

criteria - 2009 Scheme, 6th edition (amended Group session to bring the group together either for
in 2021 to include online teaching delivery and the first time or since the last session
remote placements) https://www.bacp.co.uk/ 10.00–12.30
membership/organisational-membership/course- Didactic teaching of specific subject area(s)
accreditation/
12.30–13.30
• For all other core practitioner training courses: Lunch
BACP guidance for delivering OPT in core training
www.bacp.co.uk/online-teaching-guidance 13.30–14.30
Group experiential and reflective work (including
Qualified practitioners who are being taught the discussion on the taught material, the student’s
core, extended or top-up elements of the curriculum personal responses to it and how it relates to
will either need a placement or work setting to ethical and professional practice e.g. BACP’s Ethical
conduct OPT sessions, or private OPT clients. Framework for the Counselling Professions)
This curriculum does not stipulate the number of 14.30–16.00
OPT practice hours needed for assessment of OPT OPT skills’ practice (with observation and feedback)
competence. It is the course’s responsibility to set
the number of OPT practice hours they require to 16.00–17.30
determine competence. Working with case studies/group supervision
sessions
Supervision
All students will need appropriate supervision * Please note this example is not intended to be
with a supervisor who has knowledge of, and prescriptive and session structure may differ across
experience in, delivering OPT sessions. Supervisor’s courses
competence should be aligned with the BACP
Supervision competence framework, which includes
the OPT supervision competences: https://www.
bacp.co.uk/events-and-resources/ethics-and-
standards/competences-and-curricula/supervision-
curriculum/
The mode of supervision should mirror the mode of

delivery used in OPT sessions e.g. phone therapy –
phone supervision; online (video) therapy – online
(video) supervision.
Introduction
• Formative assessments are encouraged

Assessment framework throughout the course to monitor student
learning and provide ongoing feedback that can
• There must be formative and summative be used by students to improve their learning/
assessment protocol throughout the course to skills. Reflective journals may also be a useful
ascertain the student practitioner’s competence way for students to reflect on their own process
to practise OPT throughout the course
• There should be regular assessment of students’ • Examples of formative assessment might include
OPT practice to evaluate their competence in feedback on OPT skills’ practice development;
integrating ethical practice into their way of self and peer evaluation and assessment;
working in relation to the ethical framework/code feedback on the student’s development of
of practice to which the student is affiliated working in the room as well as remotely;
individual or group presentations; reflective
• It is recognised that some elements of the subject writing/journaling; tri-partite meetings; feedback
areas may only be developed while working with on development of ethical and professional
clients in a placement/practice setting consisting practice
of face-to-face ‘in- the-room’ and remote hours.
As learning may be acquired in taught sessions, in • Course tutors may find that some of the learning
the placement and/or in supervision, the methods outcomes are best assessed via an ongoing
of assessment need to be varied to reflect the formative assessment procedure, and so a mix of
different learning environments summative and formative assessments would be
acceptable. The examples of assessments given
• Summative assessments are essential to evaluate above are not exhaustive and there may be a
student competence against many of the learning number of other ways in which student work can
outcomes. These assessments can be adapted be assessed.
to suit the requirements of the institution and/
or awarding body, but in all cases they must
reflect, and adequately evidence the learning
outcomes. In particular, assessments must reflect
and evaluate an understanding of the ethical
framework/code of practice (pertaining to the
individual practitioner), and the student’s self-
awareness and reflexivity
• Examples of summative assessments might

include critically analysed essays; case studies;
supervisor’s report; placement report; skills’
practice assessment; individual and group
presentations; practice portfolio; evaluation of
ethical decision-making in relation to practice;
personal learning and development statement
Overview of the OPT

training curriculum
The OPT curricula consist For extended and top-up
of 11 main subject areas: learning options, there is
1. OPT media and technology an additional subject area:
2. The scope of OPT working 12. Working internationally
3. Ethical and professional practice
4. Confidentiality and data protection

Core, extended, and top-up learning options
5. Facilitation of OPT sessions have specific learning content for each
subject area. The specific learning content
6. Risk for each learning option and subject area
includes:
7. Equality, diversity, and inclusion
• An introduction
8. Communication and therapeutic skills
• Learning outcomes
9. Working with psychological processes
• Essential content
10. Self-care
• Associated competences
11. Supervision
Option 1: Core
OPT training
Option 1: Core OPT training
Subject area 1: OPT

media and technology
Introduction Essential content
This subject area relates to identifying the Definitions of remote therapy and the different
different ways therapy can be facilitated remotely, ways it can be facilitated, for example:
alongside the associated technology. It refers to
the device(s) and/or application(s) used to mediate • Visual and audio communication taking place at
communication and interaction in OPT, where a distance (videoconference)
the practitioner and client are based in different • Purely audio cues from each party (phone)
physical locations.
• Without visual or audio cues from each party
(text only)
Learning outcomes Definitions of:
By the end of this subject area students will be • Synchronous communication: therapy
able to: conducted in real time e.g. video, platforms
Demonstrate knowledge of a range of OPT • Asynchronous communication: there is a time
media and associated technology and/or delay between responses e.g. email, SMS
devices
Setting up and securely managing the media
Critically evaluate own digital competence being used for OPT
in terms of setting up and using technology
and devices to effectively facilitate remote The technical skills needed to effectively use
counselling sessions the OPT media selected
Knowledge of how different technology and

media are set up and used
How to troubleshoot common difficulties with

Cyber and phone security
Supporting clients to engage with OPT safely

and securely
For more information about the OPT competences

related to Subject area 1, please refer to the
following sections of BACP’s Online and phone
therapy (OPT) competence framework:
1. ii and. iii
Subject area 2: The scope

of OPT working
This subject area relates to how OPT differs to How OPT differs from in-the-room therapy
face-to-face (in-the-room) counselling and how
it can be offered to meet clients’ current and How different media meet different client needs
changing needs. Potential limitations and challenges of not being
physically present
Learning outcomes Differences in beginnings and endings e.g. lack

of transitions
By the end of this subject area students will be Contracting differences
able to:
Definition for blended therapy
Identify and use understanding of the
differences between OPT and in-the-room Different ways therapy can be blended e.g.
therapy to inform the work phone and in the room, online and phone,
online and in the room
Use knowledge of the nature of blended therapy
to meet changing needs whilst working within Reasons to offer blended therapy
own limits of ability
Safely moving from one medium or setting to
another

1. ix. 2. iii.
Subject area 3: Ethical

and professional practice
How to establish an OPT therapeutic frame
Introduction Providing an appropriate visual environment for
OPT when there is visual contact
The aim of this subject area is to provide students
with a sound working knowledge of the ethical, Working in an appropriate location that is secure
professional and legal frameworks and issues that and confidential, and supporting the client to
are pertinent to OPT. do the same
Using private and secure technology and

NB: This subject area is not intended to sit as a supporting the client to do the same
stand-alone module. The contents of this subject
area underpin each of the other subject areas, and so Netiquette
issues relating to ethical and professional practice
should be woven into all of the other taught sessions. Maintaining professionalism in text-based
communication that takes place outside of the
actual OPT sessions e.g. arranging/changing
session times, negotiating fee payment,
Learning outcomes contracting issues
Maintaining professionalism and boundaries in

By the end of this subject area students will be
all administrative contact with the client
able to:
Demonstrate the ability to work within an

ethical, professional and legal framework for For more information about the OPT competences
OPT related to Subject area 3, please refer to the
Demonstrate the ability to set up a secure OPT therapy (OPT) competence framework:
therapeutic frame and conduct therapeutic work
1. viii. 3. ii. iii. iv. and v.
effectively via the medium being offered and
support the client to do the same
Maintain professional standards with clients in

all OPT communications, including text-based
correspondence outside of OPT sessions
Essential content
Key principles that inform ethical practice and
appropriate standards of conduct for OPT (with
reference to BACP’s current Ethical Framework)
Relevant UK legislation (e.g. GDPR)
Professional limits of ability and how to address

gaps in competence
Ways in which to establish client identity and

establish appropriate anonymity around own
identity
Establish and maintain appropriate boundaries

for OPT
Subject area 4: Confidentiality

and data protection
Storing and processing client data e.g. client
Introduction records
Reporting data breaches

The aim of this subject area is to provide an
overview of confidentiality, data protection, security Maintaining client confidentiality and privacy
and client and practitioner privacy in relation to when working remotely
OPT.
Maintaining safety around data protection for all
aspects of OPT and supporting clients to do the
same
Learning outcomes
Confidentiality and privacy issues in relation
By the end of this subject area students will be to different OPT media e.g. being overheard,
able to: internet search history, recording sessions, data
leaks
Demonstrate the ability to inform the client
about limits to confidentiality and privacy issues Privacy and safety in relation to possible
when working remotely client circumstances and vulnerabilities e.g.
challenging home situation, unable to talk freely
Demonstrate the ability to maintain client safety etc.
and confidentiality in relation to data protection,
technology and data threats Working within agency policies and procedures
for data security
Demonstrate knowledge of how data protection
and privacy apply to different media for OPT Risks of using personal technology when
working for an agency and/or in private practice
Demonstrate knowledge of and ability to
work within agency/placement policies and Sharing client data with agency and/or others
procedures in relation to data security appropriately
Demonstrate knowledge and understanding Using the counselling agencies media and
of how to manage and monitor own digital technology
footprint and that of the clinical work
What is meant by the term digital footprint e.g.
the trail of data created while using the internet
Essential content How students can manage their own digital

footprint and that of their client work
Discussing and clarifying confidentiality limits
Practitioner’s use of social networking and other
and privacy issues with the client when working
online spaces
remotely
Applying privacy settings and developing
Informing client about how their data will be
digital policies to manage practitioner’s digital
stored and who they will be shared with e.g.
footprint
agency
Recording sessions: permissions and
Obtaining informed consent when working
implications
remotely. There should be a written record of
the information that has been given to the client
prior to requesting their consent to proceed
GDPR legislation related to Subject area 4, please refer to the
ICO requirements therapy (OPT) competence framework:
Legal requirements relating to confidentiality, 4. i. and ii. 10. viii.

privacy, consent and data protection in relation
to OPT
Subject area 5: Facilitation

of OPT sessions
Assessing clients’ presenting issues, both
Introduction physical and psychological, using CORE or other
online assessment tools
The aim of this subject area is to give an overview Assessing clients’ levels of care and support
of how to facilitate OPT sessions. It includes how to required
begin and end OPT sessions safely, sensitively and
ethically, including the importance of a therapeutic Factors influencing clients’ initial and ongoing
contract and coherent assessment processes of the suitability for OPT and for different media
client’s suitability and ability to engage with OPT on
different media. It also addresses the environment Clients’ preferences, accessibility and
where OPT takes place and how to respond to competence regarding the type of technology
technology failures. and their ability to express emotion in different
OPT media
Clients’ past experience of communicating

Learning outcomes remotely
By the end of this subject area students will be Identifying existing or emerging mental health
able to: issues
Demonstrate knowledge of initial assessment Responding to existing or emerging mental

processes and the factors associated with initial health issues
and ongoing client suitability for OPT
Staying within professional limits of competence
Demonstrate the ability to identify existing and
Contracting for OPT:
emerging mental health issues when working
remotely and take appropriate action if and • What needs to be covered in the contracting
when required stage for OPT
Demonstrate an ability to negotiate and agree a • Challenges to assessing, negotiating and
contract appropriate to the media being offered contracting with clients for OPT e.g. lack of
visual cues
Work within a secure, confidential and
appropriate environment for OPT work and Appropriate environments for practitioner and
encourage the client to do the same client during OPT
Demonstrate the ability to agree a contingency Difficulties in accessing the phone and/or
plan with the client in case of technology failure internet in a secure and private place, including
technological limitations
Use knowledge of issues that can impact on
ending OPT work to bring OPT sessions, and Supporting clients to be in an environment that
the therapeutic process to an end sensitively, is conducive to engaging with therapy
appropriately and within the time boundary
Supporting clients to be in an environment free
from distractions and ‘things to do’
Essential content The practitioner’s environment and what it
might communicate to clients
Preparing for an OPT session
Managing technology failures
Supporting clients to prepare for OPT
Negotiating a contingency plan with clients in
Knowledge of initial assessment requirements case of technology failure e.g. if internet fails,
and processes continue the session by phone
Knowledge of information needed to make a Ending an OPT session safely and appropriately
coherent initial assessment of clients’ needs
Essential content continued.
How ending an OPT session differs from ending

an in-the-room session e.g. clients go straight
back into their life with no transitional time or
space
Knowledge that a strong sense of intimacy

developed by the accessibility and immediacy
of technology means some clients may find it
especially difficult to end the OPT relationship
Ending the OPT work safely and sensitively,

providing further OPT resources as appropriate

5. iii. 11. i. 13. i. ii. and iii. 16.i.

Subject area 6: Risk

Differing challenges to in-the-room work
Introduction Limitations of interventions for dealing with risk
in OPT
The aim of this subject area is to raise awareness of
the need to identify potential existing or emerging Relational difficulties that could be heightened
risks and to respond appropriately in OPT. by OPT
Responding to urgent and immediate risk during

OPT e.g. medical emergencies, suicide, serious
Learning outcomes self-harm
By the end of this subject area students will be Liaising with others and accessing support in
able to: emergencies and high-risk situations
Demonstrate the ability to identify, assess and Liaising with other professionals appropriately
respond to existing and/or emerging risk during and, wherever possible, maintaining clients’
OPT confidentiality and privacy
Demonstrate knowledge of the challenges in Knowledge of information required to enable
assessing and responding to risk when working support if crisis emerges, such as details of
remotely GP, friends, family, client’s postal address and
telephone number
Demonstrate knowledge of how to respond
appropriately in the event of a medical Appropriate and timely referrals
emergency during OPT
Acknowledging OPT and practitioner limitations
Knowledge of how to engage appropriately with and those presented by the media and setting in
other professionals and/or facilitate a safe and relation to risk
timely referral
Knowledge of referral and signposting
pathways, and other supplementary resources
Essential content Supporting clients to access alternative support
Risk and protective factors associated with OPT

Identifying and responding appropriately to related to Subject area 6, please refer to the
existing and emerging risks during OPT following sections of BACP’s Online and phone
Risk assessment and risk management
procedures 5. iii. 11. i. 13. i. ii. and iii. 16.i.
Risk assessment measures and tools such as

CORE and PHQ-9 indicating elevated levels of risk
Challenges to assessing risk during OPT
Risk indicators when visual cues are not present
Indicators of distress and vulnerability without

verbal cues
Subject area 7: Equality,

diversity, and inclusion
Barriers to accessing OPT, for example:
Introduction • Limited or no access to devices
The aim of this subject area is to ensure students are • No internet or phone signal
able to acknowledge and respond appropriately to
issues of equality, diversity and inclusion in OPT. • Lack of technical ability
How OPT can mitigate exclusions, for example:
Learning outcomes • Clients with certain physical disabilities may

be unable to access face-to-face (in-the-room)
By the end of this subject area students will be therapy
able to:
• Geographical barriers can be removed and
Demonstrate knowledge of and ability to specialist therapists can be accessed not
respond appropriately to equality, diversity and dependent on locality
inclusion issues pertinent to OPT
• Video platforms can use subtitles or live text for
Demonstrate knowledge of how OPT can widen hearing impairment
participation for some clients but be a barrier
• Language barriers can be mitigated
for others
Technical aids and support software that widen
accessibility
Essential content How practitioner attitudes and preferences
in relation to OPT and cyberculture impact on
Equality, diversity and inclusion issues specific
digital inclusion/exclusion
to OPT
Cultural differences in relation to OPT and the

associated technology For more information about the OPT competences
Identifying and addressing inequalities that following sections of BACP’s Online and phone
arise in OPT therapy (OPT) competence framework:
Using curiosity to clarify meaning and 1. iv. 6. i. ii. iii. and v.

understanding and avoid assumptions during
OPT
Factors that widen participation in OPT
The ‘ACE’ of OPT:
• Accessibility
• Convenience
• Economics
Subject area 8: Communication

and therapeutic skills
Interventions and techniques specific to online
Introduction video therapy, for example:
• Being mindful of time lags in communication

The aim of this subject area is to explore
communication and therapeutic skills pertinent to • Finding ways to come in without talking over
OPT and to the different media employed by OPT. the client
It emphasises the importance of the therapeutic
working alliance and of working within a coherent • Using more frequent non-verbal encouragers
and consistent model or approach. This subject area
• Acknowledge there are reduced visual cues and
also acknowledges the risks of misunderstandings
pay additional attention to posture, gestures,
in OPT communication, and therefore, the need to
tone of voice, silences
adapt OPT communications and interventions to
meet the needs of individual clients. Interventions and techniques specific to phone
therapy, for example:
Learning outcomes • Acknowledging and mitigating the impact of no

visual cues
By the end of this subject area students will be • Paying additional attention to tone of voice and
able to: silences
Demonstrate an ability to apply a consistent • Offering more frequent encouragers
theoretical model/approach when providing
OPT • Offering reflective responses to maintain
connection and check understanding
Demonstrate the ability to offer appropriate
interventions and techniques specific to the OPT Use creative methods of communication during
media being used OPT, for example:
Demonstrate the ability to form and maintain an • Music

effective therapeutic alliance within OPT
• Film
Demonstrate the ability to adjust and adapt OPT
communication and/or interventions to match • Specific non-verbal interactions
clients’ needs • Whiteboards
• Links
Essential content • Visual cue cards and signs
Applying core theoretical models to OPT and Reasons for an increased risk of
critically evaluating their effectiveness within a misunderstanding during OPT
range of OPT media
How to raise awareness and mitigate against
Adapting core theoretical models for certain breakdowns in communication during OPT
media by checking for, identifying and rectifying
misunderstandings
Using a coherent theoretical approach or
model during OPT to understand the client’s Forming and maintaining a therapeutic working
personality, history, patterns of relating and alliance for OPT
presenting issues
Challenges for certain theoretical approaches/

models in relation to OPT e.g. practitioners tend
to be more active in OPT, which is not in keeping
with some theoretical approaches/models
Differences and similarities of forming and

maintaining a therapeutic working alliance for For more information about the OPT competences
OPT, compared to forming and maintaining a
therapeutic working alliance for in-the-room therapy (OPT) competence framework:
therapy
1 v. and vi. 9. i. ii. iii. and iv. 18. i.
The role and significance of language in OPT and
its criticality to the development of a shared
understanding and therapeutic working alliance
Personalising communication and interventions

to meet client needs during OPT
Adapting content, style and depth of

communication to ensure clients are able to
understand and make use of OPT
Ensuring meaning is interpreted accurately

by the practitioner and client, checking and
clarifying with regularity
Importance of sensitivity to the language and

vocabulary used by clients and reciprocated
communication
Subject area 9: Working with

psychological processes
Impact and consequences of disinhibition
Introduction during OPT, for example rapid disclosure of
information that risks leaving clients feeling
The aim of this subject area is to highlight some of overwhelmed
the differences between how people might behave Ways in which disinhibited clients can be helped
when communicating and interacting during OPT, to pace their communications that is conducive
opposed to when they communicate and interact to their ability to process material
during in-the-room therapy. There is consideration
of the important implications this has for the
therapeutic process.
Learning outcomes therapy (OPT) competence framework:
10. iii. iv. and v.

able to:
Demonstrate knowledge of the implications of

disinhibition for the therapeutic process
Demonstrate an understanding of how

disinhibition can impact on practitioners as
well as clients and know how to take steps to
ameliorate and manage its impact
Essential content
How people can behave differently working
remotely compared to working face to face (in
the room)
The meaning of disinhibition in OPT e.g. when

the pace and nature of self-disclosure are
increased
How a technologically mediated environment

can encourage disinhibition for both client and
practitioner, and ways in which this will have a
significant impact on the therapeutic process
Issues that can encourage disinhibition during

OPT, for example:
• a sense of being anonymous and/or invisible
• an absence of external authority and not

experiencing others as ‘real’
Practitioner disinhibition
Client disinhibition
Subject area 10: Self-care

• Contingency plans in case of technology failure
Introduction • Engaging fully with supervision, having
additional sessions if possible
The aim of this subject area is to acknowledge
some of the challenges for OPT practitioners and to • Working within OPT competence
emphasise the need to practise robust self-care in
order to maintain and enhance wellbeing and fitness • Developing internal and external strategies
to practise. for managing the additional pressures and
complexities of responding to risk in OPT
Establishing and maintaining strong OPT

Learning outcomes boundaries, for example:
By the end of this subject area students will be • Limiting communication between practitioner
able to: and client to the agreed therapeutic session
time (not on social network, text messages etc.)
Demonstrate knowledge of the particular
challenges of OPT to practitioner wellbeing and • Clarifying who will initiate the OPT call/session
how to ensure self-care i.e. practitioner or client
Essential content For more information about the OPT competences

Practitioner isolation when working in OPT therapy (OPT) competence framework:
Challenges to OPT practitioner wellbeing, for 3. ii. 5. iii. 7. i. 12. i. 14. i.
example:
• Screen fatigue and eye strain
• Changes in posture through using different

devices and technologies
• Additional stress and lack of confidence of

using unfamiliar devices and/or technology
• The emotional impact of ‘holding’ risk issues in

OPT
• Fears around technology failing
Self-care activities for OPT practitioners, for

example:
• Structuring working day differently to allow

breaks from screens and other devices
• Attending to ergonomic positioning of furniture

and devices/technology
• Taking regular breaks
• Additional CPD
Subject area 11: Supervision

Using supervision to explore the benefits and
Introduction constraints of OPT for individual clients
Using supervision to recognise and respond to

The aim of this subject area is to emphasise the need OPT specific issues, for example:
for appropriate OPT supervision and to support
students to engage fully in the OPT supervisory • Risk challenges in OPT
relationship and process.
• Ethical challenges specific to OPT
• Limits of ability and competence

Learning outcomes • Particular challenges of blended therapy
• OPT signposting and referral
able to:
Demonstrate the ability to make effective use

of online/phone supervision to support and For more information about the OPT competences
develop OPT practice related to Subject area 11, please refer to the
Use supervision to offer best practice in terms therapy (OPT) competence framework:
of ethical challenges, risk, referral and working
3. ii. 5. iii. 7. i. 12. i. 14. i.
within own limits of proficiency for OPT
Essential content
Using OPT supervision to support and develop
best OPT practice
Importance of working with a supervisor who is

trained and experienced in OPT
Supervision that parallels the practitioner/client

interaction and experience, and will offer a rich
and authentic reflective space for the resulting
OPT supervision
Sourcing an OPT supervisor
Using supervision to explore how OPT impacts

on the client and the therapeutic work
Using supervision to explore and respond to

how OPT impacts on the practitioner
The competences expected of an OPT supervisor can be

found in BACP’s Supervision competence framework:
https://www.bacp.co.uk/events-and-resources/ethics-
and-standards/competences-and-curricula/
Option 2: Extended
OPT training
Subject area 1: OPT

• Asynchronous communication: there is a time
Introduction delay between responses e.g. email, SMS
Setting up and securely managing the media

This subject area relates to identifying the being used for OPT
different ways therapy can be facilitated remotely,
alongside the associated technology. It refers to The technical skills needed to effectively use
the device(s) and/or application(s) used to mediate the OPT media selected
communication and interaction in OPT, where
the practitioner and client are based in different Knowledge of how different technology and
physical locations. media are set up and used
For courses delivering extended OPT training, How to troubleshoot common difficulties with
the learning also requires student competence media and technology
in a range of media, devices and technologies
Cyber and phone security
appropriate to their own modality. These elements
can also be delivered as part of a top-up training, or Supporting clients to engage with OPT safely
in isolation as CPD (Option 4). and securely
Information on a range of media, devices and

Learning outcomes technologies used in OPT
Setting up and managing a range of different

By the end of this subject area students will be media, devices and technologies safely and
able to: effectively
Demonstrate knowledge of a range of OPT How theoretical orientation of the practitioner
media and associated technology and/or is likely to impact on the choice of technological
devices media
Critically evaluate own digital competence Evaluating and assessing different
in terms of setting up and using technology media, devices and technologies for their
and devices to effectively facilitate remote appropriateness in relation to the student’s core
counselling sessions theoretical approach and/or model
Critically evaluate and use a range of Evaluating and assessing different
technologies appropriate for own modality/ media, devices and technologies for their
theoretical orientation and the client’s needs appropriateness in relation to the client’s needs
Appropriate techniques and interventions for

each medium, device and technology
Essential content
New and emerging applications, platforms and
Definitions of remote therapy and the different technology and related security issues
ways it can be facilitated, for example:
• Visual and audio communication taking place at

a distance (videoconference)
• Purely audio cues from each party (phone) following sections of BACP’s Online and phone
• Without visual or audio cues from each party
(text only) 1. i, ii, iii, iv, v, vi and vii 4. ii. 9. i. 13. i.
Definitions of:
• Synchronous communication: therapy

conducted in real time e.g. video, platforms

of OPT working
Different ways therapy can be blended e.g.
Introduction phone and in the room, online and phone,
online and in the room
This subject area relates to how OPT differs to Reasons to offer blended therapy
face-to-face (in-the-room) counselling and how
it can be offered to meet clients’ current and Safely moving from one medium or setting to
changing needs. another
For courses delivering Extended OPT training, Potential benefits of OPT, for example:
the content also focuses on the potential
benefits and constraints of OPT. It also highlights • Accessibility e.g. certain disabilities,
contraindications for OPT engagement. These transport limitations, geographical position,
elements can also be delivered as part of a top-up technological aids and software
training, or in isolation as CPD (Option 4).
• Client can remain at home
• Flexibility
Learning outcomes • Provides access to specialised OPT regardless of
distance
able to: • Provides access to different language speaking
practitioners, regardless of distance
Identify and use understanding of the
differences between OPT and in-the-room Potential constraints of OPT, for example:
therapy to inform the work
• Technical issues
Use knowledge of the nature of blended therapy
to meet changing needs whilst working within • Technical ability
own limits of ability
• Accessing technology and devices
Critically evaluate the benefits and constraints
of the different ways therapy can be offered • Data security
remotely • Potential for misunderstanding
Identify when and why OPT is not appropriate • Identifying and responding to risk
and ensure referral and/or signposting is
appropriate to the client’s current risk and needs Discussing and evaluating the benefits and
constraints of OPT with potential clients
How OPT impacts on relational dynamics

Essential content
Contraindications for engaging with OPT, for
How OPT differs from in-the-room therapy example:
How different media meet different client needs • Client’s inability to access and use technology
Potential limitations and challenges of not being • Client inability to communicate remotely
physically present
• High risk
Differences in beginnings and endings e.g. lack
of transitions • Poor reality testing
Contracting differences • Client needs a very high level of care and

support
Definition for blended therapy
• Client is struggling to function and cope with

everyday life
• Relational issues that could be exacerbated by following sections of BACP’s Online and phone
OPT therapy (OPT) competence framework:
1. ix. 2. i., ii and iii. 6. ii and iii. 13. ii and iii. 14. ii.
• Client presenting in a very fragmented and
15. i. ii. and iii.
inconsistent manner
Signposting and referral options and pathways,

for example:
• Supplementary therapeutic OPT resources

during OPT
• Further OPT resources following OPT
• Alternative sources of support or when OPT is

not suitable
Appropriateness and integrity of OPT resources
Inappropriate OPT resources e.g. those that

encourage self-harming or self-defeating
behaviours
Safe and appropriate referral
Knowledge of referral options and pathways


Professional limits of ability and how to address
Introduction gaps in competence
Ways in which to establish client identity and

The aim of this subject area is to provide students establish appropriate anonymity around own
with a sound working knowledge of the ethical, identity
professional and legal frameworks and issues that
are pertinent to OPT. Establish and maintain appropriate boundaries
for OPT
The learning for extended OPT training also covers
ethical decision making, which can also be delivered How to establish an OPT therapeutic frame
as part of a top-up training or expanded upon for
focused CPD (Option 4). Providing an appropriate visual environment for
OPT when there is visual contact
NB: This subject area is not intended to sit as a Working in an appropriate location that is secure
stand-alone module. The contents of this subject and confidential, and supporting the client to
area underpin each of the other subject areas, and so do the same
should be woven into all of the other taught sessions. Using private and secure technology and
supporting the client to do the same
Netiquette
Learning outcomes Maintaining professionalism in text-based
communication that takes place outside of the
By the end of this subject area students will be actual OPT sessions e.g. arranging/changing
able to: session times, negotiating fee payment,
contracting issues
Demonstrate the ability to work within an
ethical, professional and legal framework for Maintaining professionalism and boundaries in
OPT all administrative contact with the client
Demonstrate the ability to set up a secure OPT Legal, ethical, and professional challenges and
therapeutic frame and conduct therapeutic work dilemmas specific to OPT
effectively via the medium being offered and
support the client to do the same Responding safely and effectively to legal,
ethical, and professional challenges specific to
Maintain professional standards with clients in OPT
all OPT communications, including text-based
correspondence outside of OPT sessions How OPT supervision supports ethical decision
making to identify an appropriate course of
Critically reflect on the legal and ethical action
challenges related to OPT: identifying a safe and
considered course of action appropriate to the Ethical decision making
client’s current situation
Ethical decision-making model(s)
Essential content For more information about the OPT competences

Key principles that inform ethical practice and following sections of BACP’s Online and phone
appropriate standards of conduct for OPT (with therapy (OPT) competence framework:
reference to BACP’s current Ethical Framework)
1. viii. 3. i. ii. iii. iv and v. 7. ii.
Relevant UK legislation (e.g. GDPR)

and data protection
Obtaining informed consent when working
Introduction remotely. There should be a written record of
the information that has been given to the client
The aim of this subject area is to provide an prior to requesting their consent to proceed
overview of confidentiality, data protection, security GDPR legislation
and client and practitioner privacy in relation to OPT.
ICO requirements
The learning for extended OPT training also focuses
on the security limitations of different OPT media, Legal requirements relating to confidentiality,
technology and devices, alongside steps to mitigate privacy, consent and data protection in relation
the security risks. These elements can be delivered to OPT
as part of a top-up training, or in isolation as CPD
(Option 4). Storing and processing client data e.g. client
records
Reporting data breaches

Learning outcomes Maintaining client confidentiality and privacy
By the end of this subject area students will be able when working remotely
to:
Maintaining safety around data protection for all
Demonstrate the ability to inform the client aspects of OPT and supporting clients to do the
about limits to confidentiality and privacy issues same
when working remotely
Confidentiality and privacy issues in relation
Demonstrate the ability to maintain client safety to different OPT media e.g. being overheard,
and confidentiality in relation to data protection, internet search history, recording sessions, data
technology and data threats leaks
Demonstrate knowledge of how data protection Privacy and safety in relation to possible
and privacy apply to different media for OPT client circumstances and vulnerabilities e.g.
challenging home situation, unable to talk freely
Demonstrate knowledge of and ability to etc.
work within agency/placement policies and
procedures in relation to data security Working within agency policies and procedures
for data security
Demonstrate knowledge and understanding
of how to manage and monitor own digital Risks of using personal technology when
footprint and that of the clinical work working for an agency and/or in private practice
Identify the security limitations of the different Sharing client data with agency and/or others
ways therapy can be offered remotely and take appropriately
steps to mitigate risks to client confidentiality,
Using the counselling agencies’ media and
privacy, and data protection
technology
What is meant by the term digital footprint e.g.

Essential content the trail of data created while using the internet
How students can manage their own digital

Discussing and clarifying confidentiality limits
footprint and that of their client work
and privacy issues with the client when working
remotely Practitioners use of social networking and other
online spaces
Informing client about how their data will be
stored and who they will be shared with e.g.
agency

Applying privacy settings and developing related to Subject area 4, please refer to the
digital policies to manage practitioner’s digital following sections of BACP’s Online and phone
footprint therapy (OPT) competence framework:
1. iii. 4. i. and ii. 10. viii. and ix.

Recording sessions: permissions and
implications
Security requirements, associated with different

media, technologies, devices, platforms,
settings, context, and method of delivery of OPT
Working with and offering full information

regarding security and privacy to clients, to
mitigate risks to security of different media,
technologies, devices, platforms, settings,
context, and method of delivery of OPT
Security limitations of current and emerging

technology, devices and digital platforms used
for OPT

of OPT sessions
The aim of this subject area is to give an overview Preparing for an OPT session
of how to facilitate OPT sessions. It includes how to
begin and end OPT sessions safely, sensitively and Supporting clients to prepare for OPT
ethically, including the importance of a therapeutic Knowledge of initial assessment requirements
contract and coherent assessment processes of the and processes
client’s suitability and ability to engage with OPT on
different media. It also addresses the environment Knowledge of information needed to make a
where OPT takes place and how to respond to coherent initial assessment of clients’ needs
technology failures.
Assessing clients’ presenting issues, both
The learning for extended OPT training also focuses physical and psychological, using CORE or other
on using assessment outcomes to adapt OPT to meet online assessment tools
client ability, communication style and needs. These
elements can also be delivered as part of a top-up Assessing clients’ levels of care and support
training, or in isolation as CPD (Option 4). required
Factors influencing clients’ initial and ongoing

suitability for OPT and for different media
Learning outcomes
Clients’ preferences, accessibility and
By the end of this subject area students will be competence regarding the type of technology
able to: and their ability to express emotion in different
OPT media
Demonstrate knowledge of initial assessment
processes and the factors associated with initial Clients’ past experience of communicating
and ongoing client suitability for OPT remotely
Demonstrate the ability to identify existing and Identifying existing or emerging mental health
emerging mental health issues when working issues
remotely, and take appropriate action if and
Responding to existing or emerging mental
when required
health issues
Demonstrate an ability to negotiate and agree a
Staying within professional limits of competence
contract appropriate to the media being offered
Contracting for OPT
Work within a secure, confidential and
appropriate environment for OPT work and What needs to be covered in the contracting
encourage the client to do the same stage for OPT
Demonstrate the ability to agree a contingency Challenges to assessing, negotiating and
plan with the client in case of technology failure contracting with clients for OPT e.g. lack of
visual cues
Use knowledge of issues that can impact on
ending OPT work to bring OPT sessions, and Appropriate environments for practitioner and
the therapeutic process to an end sensitively, client during OPT
appropriately and within the time boundary
Difficulties in accessing the phone and/or
Use knowledge of different media to adapt the internet in a secure and private place, including
contract and content, style and level of OPT technological limitations
communication to match the client’s capacity to
understand and assimilate this information Supporting clients to be in an environment that
is conducive to engaging with therapy
Demonstrate the ability to offer a rationale for
the choice of delivery and the media agreed
Essential content continued. Adapting the OPT contract to acknowledge

and respond to clients’ capacity and ability in
upporting clients to be in an environment free relation to engaging with OPT
from distractions and ‘things to do’
Providing a rationale for the OPT media and
The practitioner’s environment and what it device chosen - the ‘what we do and why we do
might communicate to clients it’ for OPT
Managing technology failures
Negotiating a contingency plan with clients in For more information about the OPT competences
case of technology failure e.g. if internet fails, related to Subject area 5, please refer to the
continue the session by phone following sections of BACP’s Online and phone
Ending an OPT session safely and appropriately
1. i. 5. i. ii. and iii. 13. i. ii. and iii. 16. i. 18. i.
How ending an OPT session differs from ending
an in-the-room session e.g. clients go straight
back into their life with no transitional time or
space
Knowledge that a strong sense of intimacy

developed by the accessibility and immediacy
of technology means some clients may find it
especially difficult to end the OPT relationship
Ending the OPT work safely and sensitively,

providing further OPT resources as appropriate
Assessing clients’ capacity to understand and

assimilate OPT communications in order to adapt
the communication style and depth of the work
to match clients’ abilities and needs
Appropriate contracting for the OPT media

offered e.g. online, phone, blended

The aim of this subject area is to raise awareness of Risk and protective factors associated with OPT
the need to identify potential existing or emerging
risks and to respond appropriately in OPT. Identifying and responding appropriately to
existing and emerging risks during OPT
The aim of the extended content is for course
participants to attain the necessary knowledge Risk assessment and risk management
and skills for carrying out risk assessments and procedures
developing risk management plans when required. Risk assessment measures and tools such as
It also looks at the impact of managing risk for OPT CORE and PHQ-9 indicating elevated levels of
practitioners working in isolation, using assessment risk
to ascertain and respond safely and appropriately
to risk, and working together with the client to Challenges to assessing risk during OPT
agree a plan for managing their increasing and/or
challenging risk situations and/or behaviours. These Risk indicators when visual cues are not present
elements can also be delivered as part of a top-up
Indicators of distress and vulnerability without
training, or in isolation as CPD (Option 4).
verbal cues
Differing challenges to in-the-room work

Learning outcomes Limitations of interventions for dealing with risk
in OPT
able to: Relational difficulties that could be heightened
by OPT
Demonstrate the ability to identify, assess and
respond to existing and/or emerging risk during Responding to urgent and immediate risk during
OPT OPT e.g. medical emergencies, suicide, serious
self-harm
Demonstrate knowledge of the challenges in
assessing and responding to risk when working Liaising with others and accessing support in
remotely emergencies and high-risk situations
Demonstrate knowledge of how to respond Liaising with other professionals appropriately
appropriately in the event of a medical and, wherever possible, maintaining clients’
emergency during OPT confidentiality and privacy
Knowledge of how to engage appropriately with Knowledge of information required to enable
other professionals and/or facilitate a safe and support if crisis emerges, such as details of
timely referral GP, friends, family, client’s postal address and
telephone number
Identify the practical and emotional impact of
lone working when, responding to, containing, Appropriate and timely referrals
and managing issues of risk arising in OPT
Acknowledging OPT and practitioner limitations
Collaborate with clients to negotiate an and those presented by the media and setting in
agreement/procedure on how to assess and relation to risk
respond to presenting or emerging risk when
working remotely Knowledge of referral and signposting
pathways, and other supplementary resources
Judge the level of information required in an
assessment, based on the level of risk being Supporting the client to access alternative
presented and levels of support available to support
clients

Challenges of OPT work for the practitioner in related to Subject area 6, please refer to the
relation to client risk, for example: following sections of BACP’s Online and phone
• Isolation
5. iii. 11. i. 13. i. ii. and iii. 16.i.
• Possible lack of or distant agency or
organisational support
• Lack of peer support
• Risk of secondary trauma
• Impact on resilience
• Can exacerbate practitioner anxiety and fear
Monitoring practitioner self-care, resilience and

fitness to practise and engaging with external
support as necessary
Collaborating with clients to negotiate an OPT

appropriate safety plan for clients presenting
with emerging or increasing risk situations or
behaviours
Incorporating risk factors and risk management

into the therapeutic contract
Identifying clients’ protective factors and what

additional supports they have in place
Knowledge of information required to enable

support if crisis emerges, such as details of
GP, friends, family, client’s postal address and
telephone number
Important from the outset of being explicit

about risk as part of assessment and contracting,
to ensure clients understand clearly what is and
is not available in the event of a crisis arising
Initial and ongoing client assessment in relation

to identifying, responding to and mitigating risk
before and during OPT
Appropriate and necessary client information

needed to make risk assessment and risk
management decisions in OPT

• Economics
Introduction Barriers to accessing OPT, for example:
The aim of this subject area is to ensure students are • Limited or no access to devices
issues of equality, diversity and inclusion in OPT. • No internet or phone signal
The learning in extended OPT training relates to • Lack of technical ability

digital inclusion and widening participation for OPT.
How OPT can mitigate exclusions, for example:
These elements can also be delivered as part of a
top-up training, or in isolation as CPD (Option 4). • Clients with certain physical disabilities may
be unable to access face-to-face (in-the-room)
therapy
Learning outcomes • Geographical barriers can be removed and
specialist therapists can be accessed not
dependent on locality
able to:
• Video platforms can use subtitles or live text for
Demonstrate knowledge of and ability to
hearing impairment
respond appropriately to equality, diversity
and inclusion issues pertinent to OPT • Language barriers can be mitigated
Demonstrate knowledge of how OPT can widen Technical aids and support software that widen
participation for some clients but be a barrier accessibility
for others
How practitioner attitudes and preferences
Reflect on issues of digital inclusion in order in relation to OPT and cyberculture impact on
to apply knowledge of technological aids and/ digital inclusion/exclusion
or appropriate support software to widen
accessibility to OPT for those with mobility Meaning of digital inclusion
problems and/or speech and language
difficulties/ learning and processing Considering and addressing digital exclusion
difficulties etc. Examples of how digital inclusion can be
promoted, for example:
Essential content • Support software
• Technological aids
Equality, diversity and inclusion issues specific
to OPT • Subtitles on video
Cultural differences in relation to OPT and the • Hearing loops and enhancements
associated technology
• Accessibility for clients with mobility issues
Identifying and addressing inequalities that
arise in OPT Working with third party presence in OPT where
confidentiality is explicitly agreed e.g. carer,
Using curiosity to clarify meaning and signer, interpreter
understanding and avoid assumptions during OPT
Factors that widen participation in OPT For more information about the OPT competences
The ‘ACE’ of OPT: following sections of BACP’s Online and phone
• Accessibility
6. i. ii. iii. iv. and v. 18. i.
• Convenience

Adapting core theoretical models for certain
Introduction media
Using a coherent theoretical approach or

The aim of this subject area is to explore model during OPT to understand the client’s
communication and therapeutic skills pertinent to personality, history, patterns of relating and
OPT and to the different media employed by OPT. presenting issues
It emphasises the importance of the therapeutic
working alliance and of working within a coherent Challenges for certain theoretical approaches/
and consistent model or approach. This subject area models in relation to OPT e.g. practitioners tend
also acknowledges the risks of misunderstandings to be more active in OPT, which is not in keeping
in OPT communication, and therefore, the need to with some theoretical approaches/models
meet the needs of individual clients. Interventions and techniques specific to online
video therapy, for example:
The learning in extended OPT training also
relates to text-based therapy and asynchronous • Being mindful of time lags in communication
communication. These elements can also be
• Finding ways to come in without talking over
delivered as part of a top-up training, or in isolation
the client
as CPD (Option 4).
• Using more frequent non-verbal encouragers
Learning outcomes • Acknowledge there are reduced visual cues and

pay additional attention to posture, gestures,
tone of voice, silences
able to: Interventions and techniques specific to phone
therapy, for example:
Demonstrate an ability to apply a consistent
theoretical model/approach when providing • Acknowledging and mitigating the impact of no
OPT visual cues
Demonstrate the ability to offer appropriate • Paying additional attention to tone of voice and
interventions and techniques specific to the OPT silences
media being used
• Offering more frequent encouragers
Demonstrate the ability to form and maintain an
effective therapeutic alliance within OPT • Offering reflective responses to maintain
connection and check understanding
Demonstrate the ability to adjust and adapt OPT
communication and/or interventions to match Use creative methods of communication during
clients’ needs OPT, for example:
Demonstrate ability to facilitate text-based • Music

sessions e.g. email
• Film
Demonstrate knowledge of how asynchronous
sessions differ from synchronous sessions • Specific non-verbal interactions
• Whiteboards
Essential content • Links
• Visual cue cards and signs

Applying core theoretical models to OPT and
critically evaluating their effectiveness within a
range of OPT media
Essential content continued. Establishing a therapeutic working alliance in

text-based therapy
Reasons for an increased risk of
misunderstanding during OPT Managing endings in asynchronous text-based
therapy e.g. who sends the last message, client
How to raise awareness and mitigate against or practitioner?
breakdowns in communication during OPT
by checking for, identifying and rectifying Managing lack of verbal and visual cues in
misunderstandings text-based therapy
Forming and maintaining a therapeutic working Importance of maintaining a consistent

alliance for OPT writing style
Differences and similarities of forming and Finding a balance between informal and formal
maintaining a therapeutic working alliance writing styles that maintain professionalism but
for OPT, compared to forming and maintaining engage the client in text-based therapy
a therapeutic working alliance for in-the-room
therapy Constraints of text-based therapy, for example:
The role and significance of language in OPT and • May lack spontaneity
its criticality to the development of a shared • Gaps between messages may be challenging for
understanding and therapeutic working alliance some clients
Personalising communication and interventions • The written word is open to misunderstandings
to meet client needs during OPT and misinterpretations
Adapting content, style and depth of • Practitioner and client ability to communicate
communication to ensure clients are able to well in writing
understand and make use of the OPT
Knowledge of written communication norms for
Ensuring meaning is interpreted accurately specific media – netiquette
by the practitioner and client, checking and
clarifying with regularity Indications of psychological and emotional
changes in clients’ written texts
Importance of sensitivity to the language and
vocabulary used by clients and reciprocated Meaning of asynchronous communication
communication
Differences between synchronous and
Facilitating text-based therapy sessions e.g. asynchronous communication
by email
Managing time gaps in asynchronous
Contracting and assessment in text-based communication in text-based therapy
therapy
Managing crossed messages, misunderstandings
Confidentiality and security in text-based and confusions in asynchronous communication
therapy in text-based therapy
Differences between written and spoken
communication, for example:
• Meaning cannot be moderated by contextual related to Subject area 8, please refer to the
feelings in text following sections of BACP’s Online and phone
• There is a permanence to the written word
1. v. vi. and vii. 4. i. and. ii. 5. i. 9. i. ii. iii. and iv.
• More challenging to check and rectify 11. ii. 13. ii.
misinterpretations and misunderstandings
in text

How a technologically mediated environment
Introduction can encourage disinhibition for both client and
practitioner and ways in which this will have a
The aim of this subject area is to highlight some of significant impact on the therapeutic process
the differences between how people might behave Issues that can encourage disinhibition during
when communicating and interacting during OPT, OPT, for example:
opposed to when they communicate and interact
during in-the-room therapy. There is consideration • a sense of being anonymous and/or invisible
of the important implications this has for the
therapeutic process. • an absence of external authority and not
experiencing others as ‘real’
The content in extended OPT training also explores
phenomena relating to identity and telepresence Practitioner disinhibition
and attachment issues related to OPT. These
Client disinhibition
elements can also be delivered as part of a top-up
training, or in isolation as CPD (Option 4). Impact and consequences of disinhibition
during OPT, for example rapid disclosure of
information that risks leaving clients feeling
Learning outcomes overwhelmed
Ways in which disinhibited clients can be helped

By the end of this subject area students will be to pace their communications that is conducive
able to: to their ability to process material
Demonstrate knowledge of the implications of How the technological environment may
disinhibition for the therapeutic process heighten inappropriate and/or inaccurate
fantasies and/or assumptions between
Demonstrate an understanding of how
practitioner and client
disinhibition can impact on practitioners as
well as clients and know how to take steps to Responding to and managing unique
ameliorate and manage its impact psychological phenomena that may arise
or emerge in OPT e.g. people may present
Recognise and respond to how clients may
themselves and experience others differently in
present in relation to identity and telepresence
online spaces or when they are ‘unseen’; this is
during OPT
sometimes referred to as ‘telepresence’
Acknowledge and work with specific issues
Respond to clients presenting with impaired
relating to attachment that clients may present
reality-testing
during OPT
Attachment and rejection issues in the context
of OPT
Essential content Recognising and responding to Individual client
attachment patterns and styles, which may
How people can behave differently working
trigger unexpected responses within OPT
remotely compared to working face to face (in
the room)
The meaning of disinhibition in OPT e.g. when For more information about the OPT competences
the pace and nature of self-disclosure are related to Subject area 9, please refer to the
increased following sections of BACP’s Online and phone
3. v. 10. iii. iv. v. vi. and vii.


• Structuring working day differently to allow
Introduction breaks from screens and other devices
• Attending to ergonomic positioning of furniture

The aim of this subject area is to acknowledge and devices/technology
some of the challenges for OPT practitioners and to
emphasise the need to practise robust self-care in • Taking regular breaks
order to maintain and enhance wellbeing and fitness
to practise. • Additional CPD
The content for extended OPT training also • Contingency plans in case of technology failure
addresses the challenges to lone working as an OPT
• Engaging fully with supervision, having
practitioner. These elements can also be delivered
additional sessions if possible
(Option 4). • Working within OPT competence
• Developing internal and external strategies

Learning outcomes for managing the additional pressures and
complexities of responding to risk in OPT
By the end of this subject area students will be Establishing and maintaining strong OPT
able to: boundaries, for example:
Demonstrate knowledge of the particular • Limiting communication between practitioner
challenges of OPT to practitioner wellbeing and and client to the agreed therapeutic session
how to ensure self-care time (not on social network, text messages etc.)
Reflect on own response to offering OPT and • Clarifying who will initiate the OPT call/session
lone working and access support to mitigate i.e. practitioner or client
impact on personal wellbeing
The challenges of lone working for OPT
practitioners e.g. isolation, lack of support
Essential content Practitioner’s personal resilience in response to
OPT lone working
Practitioner isolation when working in OPT
Undertaking an OPT practitioner audit of
Challenges to OPT practitioner wellbeing, for wellbeing
example:
Identifying and making appropriate use of
• Screen fatigue and eye strain OPT practitioner support networks, including
supervision
• Changes in posture through using different
devices and technologies
• Additional stress and lack of confidence of For more information about the OPT competences
using unfamiliar devices and/or technology related to Subject area 10, please refer to the
• The emotional impact of ‘holding’ risk issues in therapy (OPT) competence framework:
OPT 3. ii. 5. iii. 7. i. and ii. 12. i. 14. i.
• Fears around technology failing
Self-care activities for OPT practitioners, for

example:

Supervision that parallels the practitioner/client
Introduction interaction and experience, will offer a rich and
authentic reflective space for the resulting OPT
The aim of this subject area is to emphasise the need supervision
for appropriate OPT supervision and to support Sourcing an OPT supervisor
students to engage fully in the OPT supervisory
relationship and process. Using supervision to explore how OPT impacts
on the client and the therapeutic work
The learning in the extended OPT training also
focuses on how supervision supports and enhances Using supervision to explore and respond to
OPT practice. It also looks at how supervision how OPT impacts on the practitioner
supports practitioners to explore processes and
phenomena specific to OPT. These elements can Using supervision to explore the benefits and
also be delivered as part of a top-up training, or in constraints of OPT for individual clients
isolation as CPD (Option 4).
Using supervision to recognise and respond to
OPT specific issues, for example:
Learning outcomes • Risk challenges in OPT
• Ethical challenges specific to OPT

able to: • Limits of ability and competence
Demonstrate the ability to make effective use • Particular challenges of blended therapy
of online/phone supervision to support and
develop OPT practice • OPT signposting and referral
Use supervision to offer best practice in terms Using OPT supervision to optimise all aspects of
of ethical challenges, risk, referral and working OPT practice
within own limits of proficiency for OPT
Accessing OPT supervision that will support
Demonstrate knowledge of the nature of and develop the OPT practitioner’s work in
supervision to support, develop and enhance appropriate, safe and informed ways
OPT practice
Using the supervisory relationship to explore
Use the supervision relationship to explore relational dynamics specific to OPT
processes and phenomena specific to OPT
Using the supervisory relationship to
acknowledge, explore, understand and respond
to processes and phenomena specific to OPT
Essential content
Using supervision to respond to clients with
Using OPT supervision to support and develop impaired reality testing
best OPT practice
The dynamics of an OPT supervisory
Importance of working with a supervisor who is relationship and how it differs from face-to-face
trained and experienced in OPT (in-the- room) supervision

found in BACP’s Supervision competence framework: 2. i. and ii. 3. ii. 7. i. and ii. 11. iii. 14. i.
Subject area 12: Working

internationally (for extended OPT
training or top-up training only)
Introduction related to Subject area 12, please refer to the
The aim of this extended learning subject area is to therapy (OPT) competence framework:
consider legal, ethical, professional and logistical
issues related to working internationally. 8. i. ii. and iii.
Learning outcomes
able to:
Critically reflect on the ethical and logistical

challenges of offering OPT internationally.
Essential content
Factors that may impact on the legality of
offering OPT internationally
The complexities of professional, legal, and

ethical issues related to working internationally
Risk assessment and management when offering

OPT internationally
Insurance requirements for working

internationally.
NB: Practitioners are responsible for ensuring their

OPT practice with clients overseas is safe, legal and
ethical in accordance with the relevant legislation
in the country where the client is based. In addition,
practitioners are responsible for ensuring that they
have adequate insurance to cover them for their
overseas practice, in accordance with the BACP
Ethical Framework for the Counselling Professions
(2018), or an equivalent professional body with
whom the practitioner is affiliated.
Option 3: Top-up
OPT training
Subject area 1: OPT

New and emerging applications, platforms and
Introduction technology and related security issues

This subject area relates to identifying the technologies used in OPT
different ways therapy can be facilitated remotely,
alongside the associated technology. It refers to
the device(s) and/or application(s) used to mediate
communication and interaction in OPT, where
the practitioner and client are based in different following sections of BACP’s Online and phone
physical locations. therapy (OPT) competence framework:
This learning focuses on student competence 1. i. ii. iii. iv. v. vi. and vii. 4. ii. 9. i. 13. i.
in a range of media, devices and technologies
appropriate to their own modality. These elements
can be delivered as part of a top-up training, or in
Learning outcomes
able to:
Critically evaluate and use a range of

technologies appropriate for own modality/
theoretical orientation and the client’s needs
Essential content
technologies used in OPT
Setting up and managing a range of different

media, devices and technologies safely and
effectively
How theoretical orientation of the practitioner

is likely to impact on the choice of technological
media
Evaluating and assessing different

media, devices and technologies for their
appropriateness in relation to the student’s core
theoretical approach and/or model
Evaluating and assessing different

media, devices and technologies for their
appropriateness in relation to the client’s needs
Appropriate techniques and interventions for

each medium, device and technology

of OPT working
• Potential for misunderstanding
Introduction • Identifying and responding to risk
This subject area relates to how OPT differs to face- Discussing and evaluating the benefits and
to-face (in-the-room) counselling and how it can be constraints of OPT with potential clients
offered to meet clients’ current and changing needs.
How OPT impacts on relational dynamics
This learning focuses on the potential benefits and
constraints of OPT. It highlights contraindications for Contraindications for engaging with OPT, for
OPT engagement. These elements can be delivered example:
• Client’s inability to access and use technology
(Option 4).
• Client inability to communicate remotely
Learning outcomes • High risk
• Poor reality testing

able to: • Client needs a very high level of care and
support
Critically evaluate the benefits and constraints
of the different ways therapy can be offered • Client is struggling to function and cope with
remotely everyday life
Identify when and why OPT is not appropriate • Relational issues that could be exacerbated by
and ensure referral and/or signposting is OPT
appropriate to the client’s current risk and needs
• Client presenting in a very fragmented and
inconsistent manner
Essential content Signposting and referral options and pathways,

for example:
Potential benefits of OPT, for example:
• Supplementary therapeutic OPT resources
• Accessibility e.g. certain disabilities, during OPT
transport limitations, geographical position,
• Further OPT resources following OPT
technological aids and software
• Alternative sources of support or when OPT is
• Client can remain at home
not suitable
• Flexibility
Inappropriate OPT resources e.g. those that
• Provides access to specialised OPT regardless of encourage self-harming or self-defeating
distance behaviours
Provides access to different language speaking Safe and appropriate referral

practitioners, regardless of distance
Knowledge of referral options and pathways
Potential constraints of OPT, for example:
• Technical issues For more information about the OPT competences

• Technical ability following sections of BACP’s Online and phone
• Accessing technology and devices
• Data security 2. i. and ii. 6. ii and iii. 13. ii and iii. 14. ii.
15. i. ii. and iii.

The aim of this subject area is to provide students Legal, ethical, and professional challenges and
with a sound working knowledge of the ethical, dilemmas specific to OPT
professional and legal frameworks and issues that
are pertinent to OPT. Responding safely and effectively to legal,
ethical, and professional challenges specific to
The additional learning covering ethical decision OPT
making, can also be delivered as part of a top-up
training or expanded upon for focused CPD How OPT supervision supports ethical decision
(Option 4). making to identify an appropriate course of
action
NB: This subject area is not intended to sit as a Ethical decision making
stand-alone module. The contents of this subject
area underpin each of the other subject areas, and so Ethical decision-making model(s)
should be woven into all of the other taught sessions.
Learning outcomes therapy (OPT) competence framework:
3. i. 7. ii.
able to:
Critically reflect on the legal and ethical

challenges related to OPT: identifying a safe and
considered course of action appropriate to the
client’s current situation

and data protection
The aim of this subject area is to provide an overview Security requirements, associated with different
of confidentiality, data protection, security and client media, technologies, devices, platforms,
and practitioner privacy in relation to OPT. settings, context, and method of delivery of OPT
The learning here focuses on the security limitations Working with and offering full information
of different OPT media, technology and devices, regarding security and privacy to clients, to
alongside steps to mitigate the security risks. These mitigate risks to security of different media,
elements can be delivered as part of a top-up technologies, devices, platforms, settings,
training, or in isolation as CPD (Option 4). context, and method of delivery of OPT
Security limitations of current and emerging

technology, devices and digital platforms used
Learning outcomes for OPT

able to: For more information about the OPT competences
Identify the security limitations of the different following sections of BACP’s Online and phone
ways therapy can be offered remotely and take therapy (OPT) competence framework:
steps to mitigate risks to client confidentiality,
privacy, and data protection 1. iii. 4. ii. 10. ix.

of OPT sessions
The aim of this subject area is to give an overview Assessing clients’ capacity to understand and
of how to facilitate OPT sessions. It includes how to assimilate OPT communications in order to
begin and end OPT sessions safely, sensitively and adapt the communication style and depth of the
ethically, including the importance of a therapeutic work to match clients’ abilities and needs
contract and coherent assessment processes of the
client’s suitability and ability to engage with OPT on Appropriate contracting for the OPT media
different media. It also addresses the environment offered e.g. online, phone, blended
where OPT takes place and how to respond to Adapting the OPT contract to acknowledge
technology failures. and respond to clients’ capacity and ability in
This learning focuses on using assessment outcomes relation to engaging with OPT
to adapt OPT to meet client ability, communication Providing a rationale for the OPT media and
style and needs. These elements can be delivered device chosen - the ‘what we do and why we do
as part of a top-up training, or in isolation as CPD it’ for OPT
(Option 4).
Learning outcomes following sections of BACP’s Online and phone
1. i. 5. i. and ii. 13. i. 18. i.
able to:
Use knowledge of different media to adapt the

contract and content, style and level of OPT
communication to match the client’s capacity to
understand and assimilate this information
Demonstrate the ability to offer a rationale for

the choice of delivery and the media agreed

• Impact on resilience
Introduction • Can exacerbate practitioner anxiety and fear
The aim of this subject area is to raise awareness of Monitoring practitioner self-care, resilience and
the need to identify potential existing or emerging fitness to practise and engaging with external
risks and to respond appropriately in OPT. support as necessary
The aim of this content is for course participants Collaborating with clients to negotiate an OPT
to attain the necessary knowledge and skills for appropriate safety plan for clients presenting
carrying out risk assessments and developing risk with emerging or increasing risk situations or
management plans when required. It also looks at behaviours
the impact of managing risk for OPT practitioners
working in isolation, using assessment to ascertain Incorporating risk factors and risk management
and respond safely and appropriately to risk, and into the therapeutic contract
working together with the client to agree a plan
Identifying the client’s protective factors and
for managing their increasing and/or challenging
what additional supports they have in place
risk situations and/or behaviours. These elements
can be delivered as part of a top-up training, or in Knowledge of information required to enable
isolation as CPD (Option 4). support if crisis emerges, such as details of
GP, friends, family, client’s postal address and
telephone number
Learning outcomes Important from the outset of being explicit
about risk as part of assessment and contracting,
to ensure clients understand clearly what is and
able to:
is not available in the event of a crisis arising
Identify the practical and emotional impact of
Initial and ongoing client assessment in relation
lone working when, responding to, containing,
to identifying, responding to and mitigating risk
and managing issues of risk arising in OPT
before and during OPT
Collaborate with clients to negotiate an
Appropriate and necessary client information
agreement/procedure on how to assess and
needed to make risk assessment and risk
respond to presenting or emerging risk when
management decisions in OPT
working remotely
Judge the level of information required in an

assessment, based on the level of risk being For more information about the OPT competences
presented and levels of support available to related to Subject area 6, please refer to the
clients following sections of BACP’s Online and phone
3. ii. 5. i. 12. i. 13. i. and iii. 14. i. 17. i. and iii.

Essential content
Challenges of OPT work for the practitioner in
relation to client risk, for example:
• Isolation
• Possible lack of or distant agency or

organisational support
• Lack of peer support
• Risk of secondary trauma


The aim of this subject area is to ensure students are Meaning of digital inclusion
issues of equality, diversity and inclusion in OPT. Considering and addressing digital exclusion
This learning relates to digital inclusion and Examples of how digital inclusion can be
widening participation for OPT. These elements promoted, for example:
can be delivered as part of a top-up training, or in • Support software
• Technological aids
• Subtitles on video
Learning outcomes
• Hearing loops and enhancements
able to: • Accessibility for clients with mobility issues
Reflect on issues of digital inclusion in order Working with third party presence in OPT where
to apply knowledge of technological aids and/ confidentiality is explicitly agreed e.g. carer,
or appropriate support software to widen signer, interpreter
accessibility to OPT for those with mobility
problems and/or speech and language For more information about the OPT competences
difficulties/learning and processing related to Subject area 7, please refer to the
difficulties etc. following sections of BACP’s Online and phone
6. ii. iii. and iv. 18. i.


Establishing a therapeutic working alliance in
Introduction text-based therapy
Managing endings in asynchronous text-based

The aim of this subject area is to explore therapy e.g. who sends the last message, client
communication and therapeutic skills pertinent to or practitioner?
OPT and to the different media employed by OPT.
It emphasises the importance of the therapeutic Managing lack of verbal and visual cues in text-
working alliance and of working within a coherent based therapy
and consistent model or approach. This subject area
also acknowledges the risks of misunderstandings Importance of maintaining a consistent writing
in OPT communication, and therefore, the need to style
Finding a balance between informal and formal
meet the needs of individual clients.
writing styles that maintain professionalism but
This learning relates to text-based therapy and engage the client in text-based therapy
asynchronous communication. These elements
Constraints of text-based therapy, for example:
can be delivered as part of a top-up training, or in
isolation as CPD (Option 4). • May lack spontaneity
• Gaps between messages may be challenging for

Learning outcomes some clients
• The written word is open to misunderstandings

By the end of this subject area students will be and misinterpretations
able to:
• Practitioner and client ability to communicate
Demonstrate ability to facilitate text-based well in writing
sessions e.g. email
Knowledge of written communication norms for
Demonstrate knowledge of how asynchronous specific media – netiquette
sessions differ from synchronous sessions
Indications of psychological and emotional
changes in the client’s written text
Essential content Meaning of asynchronous communication
Facilitating text-based therapy sessions e.g. by Differences between synchronous and

email asynchronous communication
Contracting and assessment in text-based Managing time gaps in asynchronous

therapy communication in text-based therapy
Confidentiality and security in text-based Managing crossed messages, misunderstandings

therapy and confusions in asynchronous communication
in text-based therapy
Differences between written and spoken
communication, for example:
• Meaning cannot be moderated by contextual For more information about the OPT competences
feelings in text related to Subject area 8, please refer to the
• There is a permanence to the written word therapy (OPT) competence framework:
• More challenging to check and rectify 1. vii. 4. i. and. ii. 5. i. 11. ii. 13. ii.
misinterpretations and misunderstandings in
text

The aim of this subject area is to highlight some of How the technological environment may
the differences between how people might behave heighten inappropriate and/or inaccurate
when communicating and interacting during OPT, fantasies and/or assumptions between
opposed to when they communicate and interact practitioner and client
during in-the-room therapy. There is consideration
of the important implications this has for the Responding to and managing unique
therapeutic process. psychological phenomena that may arise
or emerge in OPT e.g. people may present
This learning explores phenomena relating to themselves and experience others differently in
identity and telepresence and attachment issues online spaces or when they are ‘unseen’; this is
related to OPT. These elements can be delivered sometimes referred to as ‘telepresence’
(Option 4). Respond to clients presenting with impaired
reality-testing
Attachment and rejection issues in the context

Learning outcomes of OPT
By the end of this subject area students will be Recognising and responding to Individual client
able to: attachment patterns and styles, which may
trigger unexpected responses within OPT
Recognise and respond to how clients may
present in relation to identity and telepresence
during OPT For more information about the OPT competences
Acknowledge and work with specific issues
relating to attachment that clients may present therapy (OPT) competence framework:
during OPT
3. v. 10. vi. and vii.

The aim of this subject area is to acknowledge The challenges of lone working for OPT
some of the challenges for OPT practitioners and to practitioners e.g. isolation, lack of support
emphasise the need to practise robust self-care in
order to maintain and enhance wellbeing and fitness Practitioner’s personal resilience in response to
to practise. OPT lone working
This learning addresses the challenges to lone Undertaking an OPT practitioner audit of
working as an OPT practitioner. These elements wellbeing
can be delivered as part of a top-up training, or in Identifying and making appropriate use of
isolation as CPD (Option 4). OPT practitioner support networks, including
supervision
Learning outcomes
By the end of this subject area students will be related to Subject area 10, please refer to the
able to: following sections of BACP’s Online and phone
Reflect on own response to offering OPT and
lone working and access support to mitigate 7 ii. 12 i.
impact on personal wellbeing

The aim of this subject area is to emphasise the need Using OPT supervision to optimise all aspects of
for appropriate OPT supervision and to support OPT practice
students to engage fully in the OPT supervisory
relationship and process. Accessing OPT supervision that will support
and develop the OPT practitioner’s work in
This learning focuses on how supervision supports appropriate, safe and informed ways
and enhances OPT practice. It looks at how
supervision supports practitioners to explore Using the supervisory relationship to explore
processes and phenomena specific to OPT. These relational dynamics specific to OPT
elements can be delivered as part of a top-up Using the supervisory relationship to
training, or in isolation as CPD (Option 4). acknowledge, explore, understand and respond
to processes and phenomena specific to OPT
Learning outcomes Using supervision to respond to clients with

impaired reality testing
By the end of this subject area students will be The dynamics of an OPT supervisory
able to: relationship and how it differs from face-to-face
Demonstrate knowledge of the nature of (in-the- room) supervision
supervision to support, develop and enhance
OPT practice
Use the supervision relationship to explore related to Subject area 11, please refer to the
processes and phenomena specific to OPT following sections of BACP’s Online and phone
7. ii.

found in BACP’s Supervision competence framework:
Subject area 12: Working

internationally (for extended OPT
training or top-up training only)
Introduction related to Subject area 12, please refer to the
The aim of this extended learning subject area is to therapy (OPT) competence framework:
consider legal, ethical, professional and logistical
issues related to working internationally. 8. i. ii. and iii.
Learning outcomes
able to:
Critically reflect on the ethical and logistical

challenges of offering OPT internationally.
Essential content
Factors that may impact on the legality of
offering OPT internationally
The complexities of professional, legal, and

ethical issues related to working internationally
Risk assessment and management when offering

OPT internationally
Insurance requirements for working

internationally.
NB: Practitioners are responsible for ensuring their

OPT practice with clients overseas is safe, legal and
ethical in accordance with the relevant legislation
in the country where the client is based. In addition,
practitioners are responsible for ensuring that they
have adequate insurance to cover them for their
overseas practice, in accordance with the BACP
Ethical Framework for the Counselling Professions
(2018), or an equivalent professional body with
whom the practitioner is affiliated.
Reading list and resources
Reading list
and resources
BACP (2021) Online and phone therapy competence

Reading list framework: user guide. Lutterworth: BACP. Available
from: https://www.bacp.co.uk/events-and-
Ames, J.M. (2014) Get the Message. British resources/ethics-and-standards/competences-and-
Association for Counselling and Psychotherapy curricula/online-and-phone-therapy/
University & College Journal. September 2014,
pp 10-13 BACP (2021) Guidance on the use of social media:
Information for members. Lutterworth: BACP.
Ames, J.M. (2015) In Mair, D. Short-Term Counselling in Available at: https://www.bacp.co.uk/membership/
Higher Education. Theory and Practice. Counselling membership-policies/social-media/
Online in HE: Opportunities & Challenges.
Routledge. London BACP (2021) GPiA 123 Research overview: Digital
technology (in press) Lutterworth: BACP. Available
Anthony, K. (2009) The Future of Innovation in from: https://www.bacp.co.uk/gpia/
Training Innovative Therapists. The Future of
Innovation, Gower. Barak, A. (1999) Psychological applications on
the Internet: A discipline on the threshold of a
Anthony, K. & Goss, S. (2009) Guidelines for Online new millennium. Available from: https://www.
Counselling and Psychotherapy 3rd Edition including sciencedirect.com/science/article/abs/pii/
Guidelines for Online Supervision. BACP, Rugby S0962184905800381?via%3Dihub
Anthony, K., & Merz Nagel, D. (2009) Therapy Online: Barak, A. & Wander-Schwartz, M. (1999) Empirical
A Practical Guide. London: Sage Publications Ltd. evaluation of brief group therapy conducted in an
internet chat room. Available from: https://www.
BACP (2018) Ethical Framework for the Counselling hayseed.net/MOO/JOVE/cherapy3.html
Professions. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/ Evans, J. (2008) Online Counselling and Guidance
ethics-and-standards/ethical-framework-for-the- Skills: A Practical Resource for Trainees and
counselling-professions/ Practitioners. London: Sage.
BACP (2019) GPiA 040 Commonly Asked Questions: Goss, S., Anthony, K. (eds) (2003) Technology in
Social media, digital technology and the counselling Counselling and Psychotherapy Palgrave Macmillan
professions. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/ Kelly, K. & Lees-Oakes, R. (2021) Online and
ethics-and-standards/good-practice-in-action/ Telephone Counselling: A Practitioner’s Guide.
publications/gpia040-social-media-caq/ Warrington: Counselling Tutor Ltd.
BACP (2019) GPiA 047 Fact Sheet: Working online Kraus R., Zack, J., Stricker, G., (2004) Online
in the counselling professions. Lutterworth: BACP. Counselling: A Handbook for Mental Health
Available from: https://www.bacp.co.uk/events-and- Professionals, Elsevier Academic Press.
resources/ethics-and-standards/good-practice-in-
action/gpia047-working-online-fs/ Jones, G. & Stokes, A. (2008) Online Counselling:
A Handbook for Practitioners. Basingstoke: Palgrave
BACP (2021) Online and phone therapy competence MacMillan.
framework. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/ Information Commissioner’s Office:
ethics-and-standards/competences-and-curricula/ https://ico.org.uk/
online-and-phone-therapy/
Levy, D.M. (2016) Mindful Tech. New Haven: Yale
University Press.
Nagel, D.M. & Anthony, K. (2011) Text-based Online

Counseling: Chat. In R. Kraus, G. Stricker and C.
Speyer (Eds.) Online counseling, Second edition:
A handbook for mental health professionals.
Academic Press: USA.
Stofle, G. (1997) Thoughts about online Weinberg, H. and Rolnick, A. eds. (2020) Theory
psychotherapy: ethical and practical considerations. and Practice of Online Therapy: Internet-delivered
Available from: https://www.stofle.com/ Interventions for Individuals, Groups, Families and
onlinepsych.htm Organizations. New York: Routledge.
Stone, J. (2019) Integrating Technology into Modern Weitz, P. (Ed.) (2014) Psychotherapy 2.0: Where
Therapies: A Clinician’s Guide to Developments and Psychotherapy and Technology Meet. London: Karnac.
Interventions. New York: Routledge.
Wilson, H. (2021, in press) Delivering Mental Health
Suler, J. (2001) The basic psychological features Therapies Using Digital Platforms. Jessica Kingsley
of cyberspace. In: The Psychology of Cyberspace. Publishers
Available from: www.rider.edu/suler/psycyber/
basicfeat.html
Suler, J. (2002) The basic psychological features

of cyberspace. In: The Psychology of Cyberspace.
Available from: www.rider.edu/suler/psycyber/
basicfeat.html
Suler, J. (2004) The online disinhibition effect. In: The

Psychology of Cyberspace. Available from: http://
truecenterpublishing.com/psycyber/disinhibit.html
Suler, J. (2016) Psychology of the Digital Age: Humans

Become Electric. New York: Cambridge University
Press.
BACP (2020) GPiA 042 Fact Sheet: Working with

Further BACP Good Practice suicidal clients. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/
in Action resources ethics-and-standards/good-practice-in-action/
publications/gpia042-working-with-suicidal-
BACP (2020) GPiA 011 Commonly Asked Questions: clients-fs/
Monitoring the supervisory relationship from
a supervisee’s perspective. Lutterworth: BACP. BACP (2018) GPiA 044 Fact Sheet: Ethical decision
Available from: https://www.bacp.co.uk/events-and- making in the context of the counselling professions.
resources/ethics-and-standards/good-practice- Lutterworth: BACP. Available from: https://www.
in-action/publications/gpia011-monitoring-the- bacp.co.uk/events-and-resources/ethics-and-
supervisory-relationship-supervisee-caq/ standards/good-practice-in-action/publications/
gpia044-ethical-decision-making-in-the-context-
BACP (2020) GPiA 014 Legal Resource: Managing of-the-counselling-professions-fs/
confidentiality. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/ BACP (2020) GPiA 057 Legal Resource: Suicide in the
ethics-and-standards/good-practice-in-action/ context of the counselling professions in England and
publications/gpia014-managing-confidentiality-lr/ Wales. Lutterworth: BACP. Available from: https://
www.bacp.co.uk/events-and-resources/ethics-and-
BACP (2017, updated 2020) GPiA 029 Legal standards/good-practice-in-action/publications/
Resource: Mental health law within the counselling gpia057-suicide-within-the-work-of-the-
professions in England and Wales. Lutterworth: counselling-professions-in-england-and-wales-lr/
BACP. Available from: https://www.bacp.co.uk/
events-and-resources/ethics-and-standards/good-
practice-in-action/publications/gpia029-mental-
health-law-within-the-counselling-professions-in-
england-and-wales-lr/
BACP (2020) GPiA 038 Commonly asked questions

about the Ethical Framework for the counselling
professions. Lutterworth: BACP. Available from:
https://www.bacp.co.uk/events-and-resources/
ethics-and-standards/good-practice-in-action/
publications/gpia038-ethical-framework-caq/
Part two
Appendix A: Suggested
student feedback 7. Do you think the course covered its aims?
questionnaire
Part one
1. Did your pre-course learning goals change 8. Which parts of the course did you find most
during the course? useful? (Please give reasons)
2. To what extent have you achieved your learning 9. Which parts of the course did you find least
goals? useful? (Please give reasons)
3. How did the course help you achieve them? 10. How satisfactory were the training methods/
exercises used?
4. What else might the course have included

which would have added to your achievement? 11. If you could make one change to the course
what would it be?
5. How did you find the academic support

throughout the course? 12. Please add any further comments about the
course.
6. How did you find the emotional support

throughout the course?
13. Overall satisfaction with the course (Please

circle one number)
Not satisfied at all Very satisfied
1 2 3 4 5 6

Bacp Online and Phone Therapy Opt Training Curriculum 2021

Uploaded by

Copyright:

Available Formats

You might also like

Bacp Online and Phone Therapy Opt Training Curriculum 2021

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Bacp Online and Phone Therapy Opt Training Curriculum 2021

Uploaded by

Copyright:

Available Formats

Online and phone

BACP is the largest professional organisation for

Copyright © 2021 British Association for Counselling

Option 1: Core OPT training: 15

Option 2: Extended OPT training: 29

Subject area 9: Working with psychological processes 43

Option 3: Top-up OPT training: 47

Reading list and resources 60

The ongoing growth in the use of digital devices

Option 2: Extended OPT training

Option 3: Top-up OPT training

Core OPT training has 11 subject areas, and it is

• Trainee practitioners on core training that

• Qualified practitioners who wish to complete OPT

Option 3: Top-up OPT training

Additional entry Delivering OPT as part of

For accredited courses: BACP course accreditation

For all other core practitioner training courses: BACP

6. As with the counselling process, which the

19. All students should be encouraged to be

OPT placements/practice An example session

• For accredited courses: BACP course accreditation 09.30–10.00

The mode of supervision should mirror the mode of

• Formative assessments are encouraged

• Examples of summative assessments might

Overview of the OPT

3. Ethical and professional practice

4. Confidentiality and data protection

Subject area 1: OPT

 Knowledge of how different technology and

 How to troubleshoot common difficulties with

 Cyber and phone security

 Supporting clients to engage with OPT safely

For more information about the OPT competences

Subject area 2: The scope

Learning outcomes  Differences in beginnings and endings e.g. lack

For more information about the OPT competences

Subject area 3: Ethical

 Using private and secure technology and

 Maintaining professionalism and boundaries in

 Demonstrate the ability to work within an

 Maintain professional standards with clients in

 Relevant UK legislation (e.g. GDPR)

 Professional limits of ability and how to address

 Ways in which to establish client identity and

 Establish and maintain appropriate boundaries

Subject area 4: Confidentiality

 Reporting data breaches

Essential content  How students can manage their own digital

 Legal requirements relating to confidentiality, 4. i. and ii. 10. viii.

Subject area 5: Facilitation

 Clients’ past experience of communicating

 Demonstrate knowledge of initial assessment  Responding to existing or emerging mental

Essential content continued.

 How ending an OPT session differs from ending

 Knowledge that a strong sense of intimacy

 Ending the OPT work safely and sensitively,

For more information about the OPT competences

5. iii. 11. i. 13. i. ii. and iii. 16.i.

Knowledge of how different technology and

How to troubleshoot common difficulties with

Cyber and phone security

Supporting clients to engage with OPT safely

Learning outcomes Differences in beginnings and endings e.g. lack

Using private and secure technology and

Maintaining professionalism and boundaries in

Demonstrate the ability to work within an

Maintain professional standards with clients in

Relevant UK legislation (e.g. GDPR)

Professional limits of ability and how to address

Ways in which to establish client identity and

Establish and maintain appropriate boundaries

Reporting data breaches

Essential content How students can manage their own digital

Legal requirements relating to confidentiality, 4. i. and ii. 10. viii.

Clients’ past experience of communicating

Demonstrate knowledge of initial assessment Responding to existing or emerging mental

How ending an OPT session differs from ending

Knowledge that a strong sense of intimacy

Ending the OPT work safely and sensitively,

Responding to urgent and immediate risk during

Essential content Supporting clients to access alternative support

Risk and protective factors associated with OPT

Risk assessment measures and tools such as

Challenges to assessing risk during OPT

Risk indicators when visual cues are not present

Indicators of distress and vulnerability without

How OPT can mitigate exclusions, for example:

Cultural differences in relation to OPT and the

Using curiosity to clarify meaning and 1. iv. 6. i. ii. iii. and v.

Factors that widen participation in OPT

The ‘ACE’ of OPT:

Demonstrate the ability to form and maintain an • Music

Challenges for certain theoretical approaches/

Differences and similarities of forming and

Personalising communication and interventions

Adapting content, style and depth of

Ensuring meaning is interpreted accurately

Importance of sensitivity to the language and

Demonstrate knowledge of the implications of

Demonstrate an understanding of how

The meaning of disinhibition in OPT e.g. when

How a technologically mediated environment

Issues that can encourage disinhibition during

Establishing and maintaining strong OPT

Self-care activities for OPT practitioners, for

Using supervision to recognise and respond to

Demonstrate the ability to make effective use

Importance of working with a supervisor who is

Supervision that parallels the practitioner/client

Sourcing an OPT supervisor

Using supervision to explore how OPT impacts

Using supervision to explore and respond to

Setting up and securely managing the media

Information on a range of media, devices and

Setting up and managing a range of different

Appropriate techniques and interventions for

How OPT impacts on relational dynamics

Contracting differences • Client needs a very high level of care and

Signposting and referral options and pathways,