P O Box 1768, Glastonbury, Somerset BA6 8YP
Tel: 01458 850350 Fax: 01458 852055
Email: admin@cpcab.co.uk
www.cpcab.co.uk
Statutory regulation of psychotherapists and counsellors – call for ideas
Policy and Standards Department
Health Professions Council
Park House
184 Kennington Park Road
London SE11 4BU
16th October 2008 - via email to policy@hpc-uk.org
CALL FOR IDEAS - RESPONSE FROM CPCAB
Introduction: As an awarding body delivering statutory counselling qualifications most of our
responses focus on the issues of counselling rather than psychotherapy.
1. What are your views about how the Register should be structured for psychotherapists
and counsellors?
The argument about the difference between counselling and psychotherapy is longstanding and
contentious. An experienced skilled counsellor undoubtedly engages in psychotherapy with
some clients while a psychotherapist may well be doing counselling work in some settings.
Our view, however, is that while there is undoubtedly an overlap between counselling and
psychotherapy, the argument that there is no difference between counselling and psychotherapy
is unhelpful for the purposes of regulation. There is a ‘continuum of practice’ and of training
and experience in counselling and psychotherapy: at one end a practitioner may offer
supportive counselling to someone coping with a common life problem (such as loss or
bereavement) whilst in the middle of the continuum there is work with the common mental
health problems and at the far end of the continuum, work with severe and complex mental
health problems.
CPCAB supports the conclusions of UKCP and the NHS which recognises this continuum of
practice, training and experience but clearly differentiates between counselling and
psychotherapy. The structure of the register would therefore look like this.
Counselling &
Psychotherapy
Psychotherapists
Counsellors
/continued ...
CPCAB Ltd. Registered in England & Wales. Registered office (not correspondence address): Pawlett House, West Street, Somerset TA11 7PS. Company No. 2952656
-2There is a huge body of individuals who use “counselling skills” at lower levels of training in
helping relationships but not formally contracted counselling relationships. While many of
these individuals use these skills as part of another professional role (eg key worker, classroom
assistant, nurse etc) there are others who do not. If there is a desire by HPC to regulate this
group there would need to be an additional grouping at a lower level of training (level 3) on the
register and an additional title to define this role.
It may also be appropriate to add additional roles which currently fall outside the scope of this
consultation. For example the low and high intensity workers introduced by IAPT do not
necessarily correlate with counselling and psychotherapy although counsellors and
psychotherapists may fulfil some of these roles. However, it could be argued that these titles
would fit better under a psychologist banner. This would need further consultation.
2. Which titles should be protected and why?
In relation to the categories suggested above, protected titles would be:
1. Psychotherapist
2. Therapeutic counsellor
The argument for the title “psychotherapist” is straightforward although entry to the
register would have to “weed out” those who currently use this title with inappropriate
training and skills, mostly through some dubious and unaccredited training courses.
This will be addressed by appropriate transfer of registers in the short term and clearly
defined training and practice standards in the long term.
The argument for the title “therapeutic counsellor” rather than simply “counsellor” is
that the word “counsellor” is used widely in a non therapeutic/health context eg. debt
counsellor, career counsellor, stress counsellor etc. This is confusing to the public.
The term therapeutic counsellor would apply to those counsellors of an equivalent
standard of training and experience as are currently recognised under the UKCP title of
“psychotherapeutic counsellor” (those eligible to join the psychotherapeutic counselling
section of their register) and those counsellors who met the standard of training and
experience for “accredited counsellor” status via the BACP individual accreditation
route. Any differentiation between these requirements would need to be ironed out
and standardised. Furthermore, entry to the HPC register would be open to any
individual who meets equivalent approved training and experience requirements (and
any additional specified professional requirements) - not just via accreditation with
professional bodies.
There is a strong argument for modality-specific titles especially from the relevant
interest groups (CBT counsellor, psychodynamic, humanistic, person-centred etc).
However, our view is that in a changing field the possibility of continually updating
titles as new approaches are adopted is unrealistic. Furthermore this does not reflect
the way most practitioners practise which is rarely purely within one modality and
which often changes over time. Finally such titles do not mean a great deal to members
of the public. Individual practitioners could still append a modality to their title if they
wanted to - provided the title itself, therapeutic counsellor or psychotherapist, was
protected.
/continued ...
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-3We would like to argue strongly for not having modality-specific protected titles. We
have some expertise to offer in this area having successfully offered qualifications in
counselling using generic learning outcomes and assessment criteria mapped to
common national standards for many years.
However, if this argument is lost and there is a strong desire for approach-specific titles
to be protected there needs to be a category of “integrative” in both counselling and
psychotherapy. While this may be unpopular with the purists, “integrative” reflects
how a great many counsellors define themselves and their practice.
Some sectors are arguing for the language of “psychological therapy” rather than
“counselling/psychotherapy”. We do not agree with this as the roots of counselling
and psychotherapy are very different from mainstream psychology. The BACP core
curriculum document refers, for example, to “psychological difficulties” and
“psychological presentations”, the formation of “psychological conceptualisations” and
the application of “psychological theories”. CPCAB wishes to challenge the blurring of
distinctions between counselling and psychological therapy and encourage HPC to
value and defend the epistemology of counselling. We would therefore not support
titles or categories that use this language.
3. What criteria might be used in considering which voluntary registers should
transfer and which should not?
Some registers are highly regarded in the field and have strict entry and re-accreditation
requirements (eg BACP and UKCP). In order to decide which voluntary registers
should transfer we suggest that entry to the HPC register should include registrants
from existing registers which include the following criteria for membership:

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minimum standards of training (size and level) including independent
verification or external assessment as part of a robust accountable QA process
accredited by either (1) a professional body or (2) a university OR (3) an
approved awarding body offering statutory qualifications on the NQF/QCF,
regulated by Ofqual and endorsed by a sector skills council;
minimum number of client hours experience;
on-going clinical supervision of client work;
on-going CPD (recommended/required number of hours per year);
access to complaints/appeals procedures;
re-registration mechanism eg annual renewal of membership;
being proposed by an existing member of the register (this ensures
recommendation by at least one other accredited professional);
requirement for public liability insurance at an appropriate level;
no upheld complaints or sanctions against the individual.
Many training centres offer national statutory qualifications by approved awarding
bodies which are externally/independently assessed, mapped to National Occupational
Standards with structured assessment criteria and learning outcomes and level
descriptors. The awarding bodies themselves are subject to regulation by Ofqual.
/continued ...
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-4Successful students can apply to professional bodies for individual counsellor
accreditation after achieving the required number of client hours. Many of the courses
are not themselves accredited with BACP because this would mean double
accreditation. These trainings are no less rigorous than a BACP accredited course and
should have equal value to those accredited by BACP or other professional association.
4. If you represent a voluntary membership organisation ….
We do not represent a voluntary membership organisation.
5. How long should the grandparenting period be open for and why?
We suggest a minimum of five years and a maximum of 10 years for the
grandparenting arrangements from the opening of the register because of:
1. the large number of counsellors who have qualified but don’t have sufficient
experience because of the scarcity of paid and full-time work who are therefore
not immediately eligible;
2. practitioners who have been working in the field (paid or voluntary) for many
years and who therefore have considerable expertise but limited formal
qualifications;
3. practitioners may be on career breaks and hence ‘out of the loop’;
4. practitioners may be living or working abroad;
5. the need to attract as many practitioners onto the register especially as many are
resistant and may need time to “buy in” to regulation;
6. the need to allow time for current students to complete existing, possibly
lengthy training courses (see also 6, below).
6. Are there any other matters which the PLG should consider in recommending
appropriate grandparenting arrangements?
1. The arrangements should not be inaccessible to practitioners who mostly are
qualified to level 4/5. Some who qualified earlier may only be qualified to level
3 or have few formal qualifications and may have excellent clinical experience.
The levels at which courses are placed have also changed over the years and a
numerical representation of achievement may be inappropriate.
2. It should take into account students who are midway through training, on
courses which are not likely to fit into the narrow band of approved training
courses, eg high quality private providers.
3. The cost of grandparenting arrangements, especially to volunteer counsellors.
4. Support and guidance for would-be registrants.
5. Care should be taken that new arrangements are sufficiently well publicised to
reach all areas of the profession (ie many in private practice).
6. Criteria for deciding who is eligible are clear and fair to a very disparate group
of people.
7. We would welcome any information about:
 The number and names of existing qualifications leading to the practice
of psychotherapy and counselling.
/continued ...
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-5

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Types of qualifications including the academic level or academic awards
of those qualifications.
The structure of qualifications including theoretical content and
practical experience.
Quality assurance mechanisms including existing internal and external
quality assurance systems.
CPCAB is the only specialist awarding body which offers nationally approved
qualifications in the field of counselling. Please see attached progression ladder for full
suite of CPCAB qualifications. Please note the following points:

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all CPCAB qualifications are statutory qualifications;
all CPCAB qualifications are internally and externally assessed by public
examination by an approved awarding body regulated by Ofqual. Students
must be proficient in both assessments to achieve the qualification;
all qualifications are mapped to National Occupational Standards (NOS) and
endorsed by Sectors Skills Councils/bodies;
all centres have to apply for approval to run the qualifications. Requirements
include course outline including internal moderation/verification arrangements
and tutor CVs, as well as meeting requirements for working with difference and
diversity, student support, complaints and appeals. There is a requirement for
annual standardisation of tutors and twice-yearly external verification visits.
Centres are issued with an annual practising certificate when approval has been
granted;
all qualifications are based on the same seven processes which, as units within
the qualifications, provide a coherent structure for progression from level 2
counselling skills through to level 6 counselling supervisor. The model is based
on service levels, client need and practitioner competence but the course can be
delivered within different theoretical approaches. The unit structure includes:
working within an ethical framework, working through relationship, working
with difference and diversity, working with a user-centred approach, working
with self awareness, working within a framework of skills and theory and
working as a self-reflective practitioner. Further information is available via the
website at www.cpcab.co.uk.
The Level 4 Diploma, which currently offers entry level to practise as a counsellor;
 in conjunction with its required entry qualifications of Counselling
Skills/Studies comprises 600 guided learning hours, which significantly exceeds
the current BACP requirement for individual counsellor accreditation;
 includes a requirement for 100 hours supervised client work in an agency
setting;
 includes a minimum number of hours of personal development/therapy
consistent with the model being taught;
 requires sound knowledge and application of theory to self and to client work;
 includes understanding of mental health issues and working with difference and
diversity;
/continued ...
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-6

requires satisfactory reports from supervisors and agency managers;
is externally assessed via both written paper and taped session, to allow
assessment of relational skills rather than academic skills alone.
There are a number of other nationally approved counselling qualifications offered by
other approved (non specialist) awarding bodies eg. Edexcel/AQA/ABC which can be
viewed by going to the government qualification site www.accreditedqualifications.org.uk.
Not all of these offer the same standards of training, which has been a problem in the past.
8. What issues should the PLG consider in determining the threshold level of
qualification for entry to the register?
COUNSELLING
Level
Currently most counsellors (including those accredited by BACP which is the current “gold
standard” for employers) are initially trained to Level 4/5 and become eligible for accreditation
after a minimum period of supervised practice experience. It is also possible to gain entry to
the UKCP Psychotherapeutic Counselling Section via a member organisation where an
individual has counselling qualifications at Level 5.
The entry level for counsellors proposed in, for example, the BACP core curriculum document
(BACP 2007) is, however, Level 6/honours degree. We have been unable to identify any
rationale for raising the entry to this level, nor can we find any evidence that this radical change
in training level for counsellors is either necessary, beneficial or “proportionate to the risks”
that currently exist (see DoH white paper “Trust Assurance and Safety” p.2).
Raising the entry level to 6/honours degree could have a negative impact on the provision of
counselling services. Currently most employed counsellors (paid and voluntary) work in a broad
range of counselling agencies with very limited financial resources and raising the entry level to
6/honours degree would clearly lead to major cuts in these low budget services. Further, the
NHS (the single largest organisation employing counsellors) has already completed work
defining counselling roles and pay scales in the NHS Agenda for Change which sets counselling
practice at Level 4 and 5. We also understand that NHS employers view the proposed new,
more highly qualified counsellors (A4C level 7) as too expensive to employ.
HE and FE training routes
According to the BACPs research more trainees currently choose to train at Further Education
colleges and private courses than at universities. We are not aware of any evidence or any
coherent argument that an HE course is better at developing and assessing counsellor
competence.
We would argue that, in the case of counselling, developing the core emotional-interpersonal
ways of knowing of the counsellor is best achieved in an environment that values a practical,
hands-on vocational approach rather than one that emphasises the development of academic
skills. Additionally, the current BACP proposal runs counter to the national policy of
achieving parity between vocational and academic qualifications.
/continued ...
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-7We have also been advised by Skills for Health that they support “developing educational
pathways underpinned by NOS and standards of proficiency” which “offer the widest
opportunity for entry (to the register) rather than ‘hard wiring’ a particular qualification type to
entry to the register.”
Difference and diversity
An HE-only route would narrow access to the counselling profession both in terms of
traditional academic background and in terms of ethnic diversity. This has serious implications
for principles of inclusion and widening access for both trainees and clients. Counselling
requires the widest possible entry route because counsellors serve the communities they come from in
both paid and voluntary capacities. The best way of achieving this is to enable trainees to have the
choice of undertaking vocational qualifications at their local FE college with parity in any
funding arrangements.
Wherever the final entry threshold level is set, therefore, it is important that there is an
explicitly described vocational route (via qualifications in the NQF/QCF) with the option of
‘topping up’ with an HE honours degree if required.
Scope of the register
Finally, if the entry level is set at Level 6/honours degree it is likely to leave many of those
currently practicing counselling outside the scope of regulation with large numbers either
choosing to practice under a non-regulated title or, in the case of agencies, choosing to offer
services under a non-regulated title. Additionally, significant numbers of working counsellors,
who will not qualify under, for example, the BACP’s proposed grand-parenting scheme, could
be disenfranchised and potentially lose their jobs.
PSYCHOTHERAPY
Most psychotherapy trainings are at Masters level although many are in private training
organizations. Therefore level 7 entry seems appropriate. We would therefore argue for:

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Therapeutic counsellor - at level 5 (to account for the practice experience required
beyond level 4 training to reach BACP accreditation standard and UKCP
psychotherapeutic counselling section requirements);
Psychotherapist – at level 7.
Please find attached the qualification summary for the Level 4 Diploma in Therapeutic
Counselling similar documents for the Level 5 Diploma in Psychotherapeutic Counselling and
all other documents can be found on the CPCAB website at www.cpcab.co.uk.
9. What existing standards or other work should the PLG take into account in putting
together draft standards of proficiency?
The work of the HPC needs to take account of the National Occupational Standards for
Counselling, currently held by Skills for Health (SfH) which has recently been made responsible
for developing and maintaining the currency of these standards and approving qualifications on
the national qualifications framework as well as the associated sector qualification strategy for
counselling. All approved qualifications have had to and will have to map to these standards.
SfH are also working on new psychological therapy NOS which are approach-specific. It is not
clear how these will be integrated in any future requirements for mapping as part of
qualification approval.
/continued ...
CPCAB Ltd. Registered in England & Wales. Registered office (not correspondence address): Pawlett House, West Street, Somerset TA11 7PS. Company No. 2952656
-8It is clear that HPC standards and all relevant NOS should articulate. We are in favour of
mapping to NOS in principle but have a number of specific concerns about the revised suite of
counselling NOS (2007) which were developed by ENTO (another sector skills body) who
previously had responsibility for these NOS. We believe the current NOS are not fit for
purpose for the following reasons:
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the current counselling NOS do not embody the experiential, emotional and
interpersonal knowledge and skills that lie at the heart of counselling epistemology and
counselling practice;
there is a lack of balance in the criteria with too much focus on practice management
and service delivery and too little on therapeutic competence;
there is insufficient focus on the therapeutic relationship. Research conclusively shows
this to be the single most effective factor in therapeutic change - whatever the
theoretical model or counselling approach being used. This key competency must,
therefore, be central to the standards;
the language used is frequently specific to one approach and is therefore not applicable
to all counselling approaches;
much of the language of the NOS is technically inappropriate for standards;
additionally, the standards do not cover the use of counselling skills by professionals in,
for example, health and social care even though this is a much larger group than that of
fully qualified counsellors.
Clearly we would want the HPC standards of proficiency to embody the relational heart of
counselling and to address the deficiencies of the counselling NOS identified here. Other
standards which need to be taken into account are those being developed by professional
bodies and QAA.
10. Do you have any further comments?
Regulation needs to align with the Sector Qualification Strategy which is being developed
entirely independently from this consultation.
Not all counselling takes place within the health sector and there is a question of how
appropriate it is to develop standards for counselling and psychotherapy in health care settings
when many clients seek counselling for personal development/growth with a wide range of
practitioners and approaches, many of which may not meet a ‘one-size fits all’ set of standards.
This agenda is far-reaching in its impact and will have a major impact on large numbers of
practitioners and users alike. It should not be solely defined by researchers in the HE sector,
however articulate and academically qualified they may be.
The regulation of counselling and psychotherapy is often compared to the process of regulating
nursing or social work. However, counselling is not a “normal” health profession. Unlike
nursing it is not embedded in the NHS with clearly defined and properly resourced training
establishments. It mostly takes place in under-resourced and diverse agencies with a wide
diversity of training and application. It is therefore not amenable to the standard health
professional model of regulation.
CPCAB
October 2008
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CPCAB Ltd. Registered in England & Wales. Registered office (not correspondence address): Pawlett House, West Street, Somerset TA11 7PS. Company No. 2952656
TC-L4 Info (2008-09): 16-Feb-16
2008-09
Information Summary
Level 4 Diploma in Therapeutic Counselling
(TC-L4)
1.
2.
3.
4.
5.
Qualification information summary
Qualification units
Assessment programme – minimum requirements
Tutor-assessor qualifications and experience
Candidate entry requirements
TC-L4 is accredited by the Qualifications & Curriculum Authority (QCA)
into the National Qualifications Framework.
QCA qualification accreditation number for TC-L4: 100/5034/6
Counselling & Psychotherapy
Central Awarding Body
(CPCAB)
P.O. Box 1768
Glastonbury
Somerset
BA6 8YP
Tel. 01458 850 350
Fax: 01458 852 055
Website: www.cpcab.co.uk
Email: admin@cpcab.co.uk
CPCAB Ltd. Registered in England & Wales. Registered office (not correspondence address): Pawlett House, West Street, Somerset TA11 7PS. Company No. 2952656
CPCAB Ltd. Registered in England & Wales. Registered office (not correspondence address): Pawlett House, West Street, Somerset TA11 7PS. Company No. 2952656
1. Qualification information summary
Status of
qualification:
1
2
3
Accredited into the National Qualifications Framework by
the Qualifications & Curriculum Authority (QCA):
accreditation number 100/5034/6. 1
Formally supported by the Employment National Training
Organisation (ENTO).
This qualification attracts a Band C Programme
Weighting in the LSC’s funding formula and is eligible for
LSC funding.
Target candidates
This qualification is intended for candidates who want to
train to become a counsellor working in a counselling
service agency. Successful completion of this course means
that the trainees will be able to provide a therapeutic
counselling service within the context of an agency's service
framework.
Course length
420 – 690 GLH (minimum 420 GLH).
Minimum age
19 years2. However, please see CPCAB candidate entry
requirements in section 5.
Entry requirements
Candidates must have acquired both CPCAB’s Level 2
Certificate in Counselling Skills (CSK-L2) and CPCAB’s
Level 3 Certificate in Counselling Studies (CST-L3), or their
APL and/or APEL equivalents.
Tutors can allow progression onto the first year of TC-L4 to
candidates who have not yet completed their assessment for
CST-L3. However, such candidates must successfully
complete the assessment prior to entry into the 2nd year of
TC-L4.
Progression
Successful candidates may progress onto CPCAB’s:
» Level 5 Diploma in Psychotherapeutic Counselling (PC-L5);
» Level 6 Diploma in Therapeutic Counselling Supervision (TCSU-L6).3
Assessment
Candidate portfolio and externally assessed audio tape and
written paper. 4
Additional study time
Approx 6 – 8 hours per week – to include (for example)
assignments, supervision, client work experience and
personal therapy.
The QCA accreditation number also appears in the LSC’s on-line Learning Aims Database
(which can be used to ascertain funding eligibility), except there it is called the ‘Learning Aim
Number’.
2
This age requirement is linked to QCA’s system for categorising qualifications.
3
To progress directly from TC-L4 to TCSU-L6, candidates require at least two years (parttime) of additional, post-TC-L4 (or equivalent), qualifying experience.
4
Candidates must be Proficient in both internal and external assessment to achieve the qualification.
1
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Personal counselling
or therapy (for
trainee)
Minimum of 10 hours personal therapy during the life of the
course (to accommodate a range of theoretical approaches) but
centre requirements must be consistent with the counselling
model being offered - in practice this is usually more than 10
hours.
Client work
requirements
A minimum of 100 hours formally-contracted counselling
with at least 5 different clients in an agency setting.
Supervision
requirements
Candidates require clinical supervision for their agency client
work.5 In addition, candidates require 30-50 hours group
training supervision as part of the course.
Staffing and other
resources
At least two tutor-assessors must be involved in all
aspects of internal candidate assessment.
See section 4 for tutor qualifications and experience.
Staffing and other resources must reflect the Band C
Programme Weighting factor available for this qualification.
Internal moderation
and verification
Centres are required to have robust internal moderation and
verification processes which are externally verified by
CPCAB.
Candidate registration
fee
£199 Year 1
£199 Year 2
Centre application for Centre application fee: £199 (one-off fee).
CPCAB approval to
Centres can design their own training programmes6 or use
offer the qualification approved course material written to CPCAB specifications. 7
CPCAB recommends that the candidate’s agency provides appropriate clinical supervision to
meet BACP supervision guidelines for trainees – currently a minimum of 1½ hours individual
supervision per month (or the equivalent if in group supervision) or 1 hour’s supervision for every 8
hours client work.
6
All centre designed courses must be submitted to CPCAB for approval before candidates can
be registered. Although the delivery of courses may differ from centre to centre, all delivery must
enable the candidates to achieve the learning outcomes specified in the units.
7
Please contact CSCT on 0870 163 6900 or visit www.counsellingtraining.com for further
details.
5
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2. Qualification specifications including guidance for tutors
TC-L4
UNIT ONE:
Work ethically and safely as
an Agency Counsellor
LEARNING OUTCOME:
Use a professional framework to
work ethically and safely as an
Agency Counsellor
Element:
1.1 Work within an ethical
and legal counselling
framework
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
1.1.1 Work within an
appropriate ethical
framework
 Ensure relationships with clients are
bounded by a professional framework.
Essential reading: “Ethical Framework for
Good Practice in Counselling and
Psychotherapy” (www.bacp.co.uk) or
similar.
 Show understanding and skills via
reference to, and record of, appropriate
reading, supervision, seminars and
counselling practice sessions.
 Discuss the values and integrity of a
working relationship bounded by a
professional framework. Essential
reading “Ethical Framework for Good
Practice in Counselling and
Psychotherapy”, www.bacp.co.uk
 Practise language and timing during
skills exercises.
 Assess via (for example) client
records/case studies, supervision and
counselling practice.
Criterion:
1.1.2 Understand and apply
relevant legal
requirements to
counselling work and
record keeping
 Study relevant up-to-date legislation,
including data protection, child protection
and mental health.
 Apply legislation to your practice (e.g.
data protection and note taking: need to
tell clients during the 1st session what
notes are kept, where kept and who
reads them).
 Identify and apply understanding of
relevant legislation in presentations and
counselling practice.
 Illustrate your learning by reference to
relevant texts and references to records
of supervision, seminars and counselling
practice sessions.
 Discuss the legal requirements of
professional practice.
 Explore relevant legislation – e.g. Data
Protection Act, The Children Act, The
Mental Health Act – with reference to
safe practice and legal responsibilities.
 Discuss equal opportunities and antidiscriminatory legislation, with
examples of the many forms
discrimination takes.
 Assess via e.g. assignment, client
records and supervisor/agency report.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
1.2.1 Work within the ethical,
legal and procedural
framework in which a
given agency operates
 Look at and discuss (e.g. with your
supervisor) the ethical, legal and
procedural framework of your agency.
 Record insights (to show your
understanding) gained from supervision,
seminars and counselling practice
sessions.
 Share between group members
examples of the policies of the different
agencies.
 Assess via e.g. agency/supervisor’s
report, case study and assignment.
Criterion:
1.2.2 Use teamwork skills to
work with agency team
members
 Practise interpersonal skills with
members of supervision group, peer
group and agency members.
 Explore with peers in the training,
supervision and agency groups how you
relate and collaborate with others.
 Record ability (through Learning Review
and Self-Review) to use teamwork skills
applied in work experience, group-work
and peer feedback.
 Facilitate discovery of interpersonal skills
and discuss their role in collaborative
working in agencies and within the
training group.
 Set up situations within class sessions
and the personal development group, to
practise interpersonal skills.
 Assess via e.g. the Learning Review,
agency report, tutor observation,
Learning Review, Self-Review and peer
feedback.
Element:
1.2 Work in a team within
an agency framework
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Element:
1.3 Use clinical
supervision to support
your client work
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
1.3.1 Use clinical
supervision to make
suicidal risk
assessments and work
with emergency
situations.
 Research, identify and discuss use of
strategies and tools for risk assessment;
e.g. suicide, self-harm, harm others.
 Use supervision to (a) explore your actual
or potential reactions to suicidal or other
‘at risk’ clients; and (b) clarify how to
prepare for suicidal and other emergency
situations.
 Provide examples and document your
experience, responses and learning
through Learning Review, case &
supervisory records.
 Discuss the use of supervision in
making risk assessments, together with
risk assessment strategies and tools.
 Explore this criterion in group
supervision, discussion/feedback on
counselling practice sessions and in
relation to the trainees’ agencies.
 Assess via e.g. case study,
supervision, client records and
supervisor/agency report.
Criterion:
1.3.2 Use clinical supervision to
monitor your limits of
proficiency and support
referral where appropriate
 Use supervision to (a) explore client
needs which are beyond your
professional capability; and (b) clarify
how to manage referral situations.
 Identify referral options.
 Record your capability in supervision
records, case study and case
presentations.
 Highlight the role of supervision in
ensuring safe practice. Example
activity: small group discussion/roleplays – based on case scenarios
focusing on identifying appropriate
levels of expertise and referral.
 Promote greater understanding through
group supervision of case
presentations, and request inclusion of
this criterion in case studies.
 Assess via e.g. case study,
supervision, client records &
supervisor/agency report.
Criterion:
1.3.3 Use clinical supervision to
monitor your effectiveness
and identify issues that
require personal
counselling.
 Record increased critical awareness of
your effectiveness through review and
evaluation during supervision.
 Show (in supervision records) developing
awareness of the impact of personal
issues on the counselling process.
 Reflect in a Learning Review on the
relationship between your personal use of
counselling and your practice.
 Discuss the distinction between
supervision and personal counselling.
 Explore this criterion in group-work,
group supervision of case presentations
and (where appropriate) in feedback on
counselling practice sessions.
 Assess via e.g. Learning Review,
supervision record and supervisor’s
report.
UNIT TWO:
Work within a counselling
relationship
LEARNING OUTCOME:
Use relationship understandings
and skills to facilitate the
counselling process
Element:
2.1 Establish and sustain
the boundaries of the
counsellor role
Criterion:
2.1.1 Establish the nature
and constraints of
counselling within a
given agency setting
and within the limits of
available time
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
 Establish what you can offer a client
within a particular agency context.
 Clarify the limits of confidentiality within
the agency, develop understanding of
‘team confidentiality’ and explore
examples of difficult confidentiality issues.
 Practise and discuss appropriate skills in
counselling practice sessions.
 Clearly record in Learning Reviews your
experience, responses to feedback and
development.
 Explore and discuss this criterion in
relation to different agency settings with
reference to funding, resources, policies,
time-limited work and agency focus.
 Explore, in group supervision, the nature
of counselling and the particular
constraints in the settings of trainees’
agencies.
 Design role-play exercises to help
trainees practise the skills related to
applying this criterion.
 Assess via e.g. tutor observation of
counselling practice sessions, case
study, peer feedback and
supervisor/agency reports.
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 Consider:
(a) how clients test boundaries;
(b) how counsellors can cross
boundaries;
(c) the management of boundary
changes.
 Use supervision to explore the meaning
and implications of changes and
challenges to boundary limits.
 Show (via client/supervision records)
development of understanding and skills.
 Discuss the different aspects of the
boundaries of the counsellor role,
together with examples of how they can
be tested by the client.
 Highlight implications of counsellors
crossing boundaries inappropriately.
 Explore the importance of sustaining
boundaries and the management of
potential role-plays and exercises to
help trainees practise this criterion.
 Assess via e.g. counselling practice
sessions, case study, supervision of client
work, assignment and/or peer feedback.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
2.2.1 Establish a therapeutic
relationship
 Relate counselling theory (your core
theoretical model) to the way in which
you establish the beginning of the
therapeutic relationship.
 Apply your core theoretical approach to
your understanding of the development of
the counselling relationship.
 Show (in your Learning Review and in the
case study) how theory informs your
practice.
 Discuss your Centre’s core theoretical
approach to the counselling relationship
using examples from group-work and
counselling sessions.
 Practise in skills sessions the
application of theory to the
management of the therapeutic
relationship
 Assess via e.g. assignment (reviewing
theory), tutor observation of counselling
practice sessions, written case studies /
presentations and/or Learning Reviews.
Criterion:
2.2.2 Manage interruptions
and breaks in the
counselling relationship
 Increase awareness and understanding
of the impact of interruptions and breaks
on the counselling relationship.
 Identify strategies and interventions to
manage interruptions and breaks.
 Apply this understanding and these skills
in client work and in counselling practice
sessions.
 Using either the course or personal
(trainee) experiences, explore and
discuss the impact of interruptions and
breaks on the counselling relationship.
 In group supervision of client work,
highlight and explore the parameters of
interruptions and breaks to the
counselling relationship.
 Practise criterion-related skills through
role-play and simulation in class.
 Assess via e.g. assignment (reviewing
theory), tutor observation of counselling
practice sessions, written case studies /
presentations and/or Learning Reviews.
Criterion:
2.2.3 Manage difficulties and
conflicts within the
counselling relationship
 Identify and consider the range of
difficulties and conflicts that can arise in
the counselling relationship.
 Develop strategies and interventions to
deal with specific difficulties – e.g. late
attending, bringing children to sessions,
avoiding difficult topics, inappropriate
emotions (client’s and counsellor’s),
sexual transference, non-payment.
 Record (via client records and Learning
Review) your insights and developing
skills in managing difficulties and
conflicts.
 Generate awareness of a range of
difficulties and conflicts within the
counselling relationship by inviting
trainees to discuss in pairs or fours, then
brainstorm using one or two words to
indicate what difficulties emerged. Write
these words up for all to see.
 Generate strategies and interventions
by seeking solutions to the issues
raised by tutors and trainees.
 Relate these appropriately to the
counselling relationship and explore and
reflect on the nature of difficulties and
conflicts during further group-work.
 Provide opportunities for trainees to
practise managing some of the
difficulties discussed.
 Assess via e.g. Learning Review,
supervision record and case
studies/presentations.
Criterion:
2.1.2 Sustain the boundaries
of the counsellor role
both throughout the
session and the work
as a whole
Element:
2.2 Manage the counselling
relationship
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 Show understanding of ending issues in
counselling work (session endings & end of
the relationship).
 Use skills sessions to explore a variety of
ways of ending a session.
 Demonstrate ability to leave the client
‘safe’.
 Use supervision to ensure a safe
conclusion of the counselling relationship.
 Show understanding in supervision/client
records and/or in Learning Review.
 Examine theories about endings.
 Discuss difficulties associated with
endings – e.g. reopening issues at the
end of a session that have been dealt
with during the session.
 Discuss the wide-ranging emotions
experienced by people completing the
counselling relationship.
 Assess via e.g. observed practice
sessions, case study, supervision.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
2.3.1 Use a coherent theory
of the counselling
relationship to enhance
the effectiveness of
counselling process
 Study your Core Approach(es) and its
understanding of the counselling
relationship.
 Show how you have used your
understanding of the therapeutic
relationship specifically in your work with
clients.
 Practise applying theory of the
relationship (and how it links to the
counselling process) to client work as
well as in counselling practice sessions.
 Give example of your use of this skill and
show your understanding via your
Learning Review.
 Discuss: the application of the Centre’s
theory(s) to the therapeutic relationship.
 Enable trainees to experience, in skills
practice sessions and with colleagues in
the training group, the application of
specific theory to the counselling
relationship.
 Provide time to integrate theory & skills to
provide trainees with an effective method of
working underpinned by theoretical
understanding.
 Allow time for practise,
experimentation, discovery,
development and self-awareness.
 Discuss, in seminars and group
supervision, the application of the
Centre’s theory(s) of counselling and
the counselling process.
 Allow time for practise,
experimentation, discovery,
development and self-awareness.
 Assess via e.g. Learning Review, SelfReview, tutor & peer feedback on
counselling practice sessions, supervision
and case studies / presentations.
Criterion:
2.3.2 Use clinical
supervision to develop
understanding and
awareness of both the
explicit and implicit
aspects of the
counselling relationship
 Clearly differentiate between those
aspects of the relationship which are
explicit (surface and clearly identifiable)
and those that are implicit (unspoken and
suggested).
 Show ability to consider these
dimensions appropriately – e.g. by
reference to these implicit and explicit
aspects of relationships in the training
process/group.
 Give example(s) of a supervision session
in which these dimensions were
discussed in relation to client work.
 Show understanding in supervision/client
records and/or in Learning Review.
 Define and clarify these two dimensions
of the counselling relationship – explicit
(surface and clearly identifiable) and
those that are implicit (unspoken and
suggested).
 Use the training group to illustrate the
relevance of these dimensions.
 Model, in group supervision, how
supervision can be used to explore the
relevance of the explicit and implicit
aspects of a counselling relationship.
 Assess via e.g. case study,
supervision/client records and
supervisor reports.
Criterion
2.2.4 Manage endings
appropriately
Element:
2.3 Use the counselling
relationship
therapeutically
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UNIT THREE:
Work with client diversity
LEARNING OUTCOME:
Use diversity understandings and
skills to facilitate the counselling
process
Element:
3.1 Develop your
understanding of
diversity
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
3.1.1 Use clinical
supervision and selfreflection to develop
understanding of
diversity
 List key diversity issues that you have
encountered with clients or peers and
identify gaps in your diversity
understanding.
 In Learning Review, reflect on insights
gained through reading, seminars,
supervision and role-playing clients – to
show understanding of specific diversity
issues.
 Discuss the use of supervision to
develop understanding of diversity.
 Explore a range of diversity issues.
 Assess via e.g. case study,
supervision/client records, supervisor
reports or Learning Review.
Criterion:
3.1.2 Explore and challenge
your own issues, fears
and prejudices
concerning working
with client diversity
 Recognise types of people and issues
that touch your prejudices and fears.
 Reflect on your experience of identifying
types of people that you find very difficult to
understand and/or accept, and imagine
being those people.
 Record your learning by, for example,
writing up your responses to seminars,
experiential workshops and supervision –
to develop personal understanding of this
criterion.
 Discuss how diversity issues may help
or hinder counselling work.
 Design experiential exercises to
practise this criterion. Example
exercise: ask trainees to identify types
of people that they find very difficult to
understand and/or accept and to
imagine being those people. Explore
feelings and responses in pairs.
 Assess via e.g. the Learning Review,
supervision records or assignment.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
3.2.1 Identify & explore
diversity issues between
yourself and your client
during the counselling
relationship
 Identify and explore diversity issues
between yourself and others (e.g.
between yourself and your tutor,
supervisor or any group members).
 Show how you have applied this criterion
in client work and counselling practice
sessions.
 Discuss: (a) examples; (b) diversity
issues and the referral process; and (c)
explore diversity issues between
yourself and your trainees.
 Assess via e.g. the Learning Review,
case studies, supervision
reports/records and counselling
practice sessions.
Criterion:
3.2.2 Use understanding of
diversity to enhance
your empathic
accuracy
 Watch a film such as ‘Monsoon Wedding’,
‘The Day I Became a Woman’ or ‘The
Road Home’ and then imagine being a
main character.
 Develop empathic accuracy via work
experience, role-playing and counselling
practice sessions.
 Discuss empathy and diversity and how a
deeper understanding of diversity can
enhance empathic accuracy.
 Show how you have applied this criterion
in client work and counselling practice
sessions.
 Provide opportunities to experiment
with responses to diversity. Example
activity: show or introduce a film such
as ‘Monsoon Wedding’, ‘The Day I
Became a Woman’ or ‘The Road Home’
– and then invite trainees to imagine
being a main character. Discuss their
experiences.
 Practise empathic resonance in
Empathy Labs/ stop start or goldfish
bowl sessions.
 Assess via e.g. the Learning Review,
case studies, supervision
reports/records and feedback on
counselling practice sessions.
Element:
3.2 Use understanding of
diversity to enhance
counselling practice
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Element:
3.3 Widen access to your
counselling service
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
3.3.1 Explore how to widen
access to counselling
provision
 Explore in class (and if appropriate with
agency members) things to consider and do
that might help to widen access to counselling
in the community and in given agencies.
 Document insights from reading, seminars
and supervision. Record these in a Learning
Review to develop understanding of methods
of widening access.
 Brainstorm and discuss methods of
widening access to agency services.
 Explore case examples of widening
access.
 Assess via the Learning Review,
agency report and assignments.
Criterion:
3.3.2 Explore how to work
with a third party to aid
communication with
specific clients
 Develop understanding of the possibility of
communicating through a third party (e.g.
translator or signer) who is present in the
counselling room.
 Discuss the difficulties that would be
present in these circumstances.
 Role-play a session with a 3rd person.
 Discuss the use of a third party in the
client/counsellor relationship.
 Explore examples of when working with
a third party might be necessary – e.g.
Urdu-speaking client and English
speaking counsellor, or hearingimpaired client and non-signing
counsellor.
 Assess, via the Learning Review, a
counselling practice session.
UNIT FOUR:
Work within a user-centred
Agency approach
LEARNING OUTCOME:
Manage the counselling process
from within a user-centred
approach
Element:
4.1 Work within a service
user-centred contract
for the counselling
work
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
4.1.1 Negotiate a usercentred contract for the
counselling work
 User-centred means putting the client at
the centre of the counselling process.
 Negotiate an agreement with the client re.
a therapeutic contract/plan for working
together.
 Understand the difference between
business contract/agency policies etc.
and a therapeutic agreement with focus
on the counselling work.
 Discuss and demonstrate ability to form a
working alliance with the client, both
business and therapeutic.
 Confirm your understanding of this
criterion via examples or discussion in,
for example, Learning Review and
feedback on counselling practice
sessions.
 Explore the formation of a contract with
agency clients that is based on the
client’s needs, but which also reflects
agency policies, resources and
provision.
 Design skills exercises to practise
negotiating a user-centred contract.
 Assess via e.g. counselling practice,
case studies/presentations and
supervision reports.
Criterion:
4.1.2 Regularly review the
therapeutic contract
with your client
 Plan how and when you will review your
contracts with each client and monitor the
implementation of agreed plans.
 Ensure client participation when agreeing
plans and contracts.
 Demonstrate an understanding of the
changing needs of your clients and show
ability to be flexible and responsive to their
needs.
 Show (e.g. via supervision/client record
keeping and Self-Review) your ability to
develop and use a review plan.
 Discuss good practice in regularly
reviewing the contract.
 Explore, in supervision, the review of
contract.
 Practise using information from reviews
to inform future practice.
 Assess via case studies/presentations,
client and supervision records.
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Element:
4.2 Focus on the client’s
agenda
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
4.2.1 Enable the client to
identify, prioritise and
stay focused on their
agenda throughout the
counselling sessions
 Identify and explore the client’s stated
and unspoken agenda.
 Explore the ways in which both
counsellors and clients may try to avoid
painful agendas.
 Develop skills via supervision, work
experience and counselling practice
sessions.
 Record your competence with these skills
via e.g. Learning Review, case studies,
supervision reports/records and/or
feedback on counselling practice
sessions.
 Explore the idea of stated and
unspoken agendas, together with
examples of how both counsellors and
clients try to avoid painful agendas.
 Design skills exercises to help trainees
practise this criterion. Example
exercise: working in pairs, trainees
identify unspoken and stated agendas
of colleagues with regard to doing the
course.
 Assess via e.g. Learning Review,
supervision/client record, and case
studies.
Criterion:
4.2.2 Use regular reviews
and clinical supervision
to help the client focus
on their agenda
throughout the
counselling relationship
 Record and develop good practice of
regular reviews and use of supervision to
help maintain the focus on the client’s
(stated and unspoken) agenda
throughout the relationship.
 Give examples of your skills via e.g.
supervision/client records, case studies
and the Learning Review.
 Discuss, during group supervision, how
to maintain focus on the client’s (stated
and unspoken) agenda throughout the
counselling relationship as a whole.
 Explore examples of maintaining focus
in the counselling relationship.
 Assess via e.g. supervision
records/reports, tutor observation of
counselling practice, case studies and
client records.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
4.3.1 Communicate an
openness to listen to
your client’s unspoken
agenda
 Experiment in group-work by listening to
what your peers are not saying and by
communicating an openness to listen to
those unspoken messages.
 Develop your capacity to relate
appropriately, with congruence and
honesty as both a person and a
professional.
 Reflect your understanding and
increasing competence in using this skill
– via, for example, Learning Review
following group-work, supervision/client
records and/or in feedback on counselling
practice sessions.
 Discuss:
(a) Examples when trainees (in client
mode) have felt able to expose their
unspoken agenda to another person.
(b) The importance of personal
awareness in developing an
openness to listen to unspoken
agenda.
 Trainees to practise this criterion during
group process, supervision and
counselling practice sessions.
 Assess via e.g. case studies, feedback
on counselling practice and the Learning
Review.
Criterion:
4.3.2 Communicate an
emotional warmth and
safety that encourages
your client to explore
uncomfortable thoughts
and feelings
 Explore your experiences of (a) receiving
emotional warmth; and (b) feeling a
sense of emotional safety with another
person.
 Experiment in group-work and
counselling practice sessions with
different ways of communicating
emotional warmth and safety.
 Show your ability to communicate
emotional warmth in client work, groupwork, supervision and counselling practice
sessions.
 Discuss (a) the nature of emotional
warmth and safety; and (b) ways in
which trainees may communicate this
to clients.
 Explore what trainees need to feel,
within the group, in order to share
uncomfortable thoughts and feelings
with the group.
 Assess via e.g. case studies, feedback
on counselling practice and the Learning
Review.
Element:
4.3 Provide your client with
an opportunity to
explore his/her
unspoken agenda
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UNIT FIVE:
Work with self-awareness in
the counselling process
LEARNING OUTCOME:
Use personal awareness &
understanding to facilitate the
counselling process
Element:
5.1 Use counselling theory
to understand the self
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
5.1.1 Use counselling theory
to understand the
explicit and implicit
structure of the self
 Refer to your Core Theoretical Model(s)
to explore the meaning of ‘Self’.
 Refer to your Core Theoretical Model(s)
to explore the structure of your own
(explicit) and unspoken (implicit) self.
 Reflect (using counselling theory) on the
explicit and implicit selves of your clients.
 Develop your personal understanding
through your own therapeutic
counselling/personal development
workshops/group process work.
 Show your understanding in Learning
Reviews and case studies/presentations.
 Examine in experiential exercises:
(a) Theories of the structure of the self
(e.g. if using TA, explore
parent/adult/child; if using Person
Centred, explore the ‘organismic
self’ and ‘self concept’
‘configurations of self’);
(b) The known (explicit) and unspoken
(implicit) self – e.g. fears and
prejudices.
 Ensure the Core Theoretical Approach is
evident in the self development or process
group.
 Foster deeper understanding of this
concept through group supervision.
 Assess via e.g. Learning Review and
case study/presentations.
Criterion:
5.1.2 Use counselling theory
to understand recent
and formative personal
history
 Use your Core Theoretical Approach to
inform your understanding of your own
past and recent personal history.
 Show how increased theoretical
understanding helps you to understand
the past and recent history of your clients.
 Develop your personal understanding
through personal therapeutic counselling
and personal development workshops,
and record your insight via the Learning
Review.
 Examine in experiential exercises
theories of personal
history/development as appropriate to
your Core Approach.
 Examine development issues as per
the Core Approach and their impact on
the trainee’s adult self.
 Explore client’s personal histories in
group supervision or case study.
 Assess via e.g. assignment, case
study/presentations, supervision/client
records and/or the Learning Review.
Criterion:
5.1.3 Use counselling theory
to understand explicit
and implicit patterns of
relating
 With reference to your Core Theoretical
Approach explore your own explicit
(surface) and implicit (unspoken) patterns
of relating.
 Document your use of supervision to
explore the explicit and implicit patterns
of the relating of your clients.
 Show your development of understanding
through reflecting on personal therapeutic
counselling, personal development
workshops and the Learning Review.
 Examine in experiential exercises:
(a) Theories of relating as per your
chosen approach(es);
(b) Personal (explicit and implicit)
relationship patterns: e.g. explicit
response to rejection and implicit
transference. Relate this to the hidden
self, e.g. Johari window.
 Explore, in group supervision, case
presentations, clients’ (implicit and
explicit) patterns of relating.
 Assess via e.g. case study /
presentations, supervision/client
records and the Learning Review.
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Element:
5.2 Work on personal
issues that resonate
with client work
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
5.2.1 Identify and work on
own emotional
difficulties / internal
conflicts that could
impact on client work
 Identify (through supervision and/or
personal therapeutic counselling)
personal emotional difficulties and
internal conflicts that resonate with client
work.
 Reflect on insights and changes which
emerge from personal therapeutic
counselling and personal development
workshops, and record these in the
Learning Review.
 Discuss how to identify and work on
(explicit and implicit) emotional
difficulties and conflicts through
personal development, counselling and
psychotherapy.
 Enable trainees to identify relevant
personal issues in supervision and to
explore them in personal development
workshops and their therapeutic
counselling.
 Assess via e.g. case study,
assignment and the Learning Review.
Criterion:
5.2.2 Identify and work on
own recent and past
life events that could
impact on client work
 Identify formative personal life events.
Use supervision/personal therapeutic
counselling to understand how they
resonate with client work.
 Practise this criterion in personal
therapeutic counselling and personal
development workshops, and reflect on
the process in the Learning Review.
 Discuss how to identify and work on
recent and formative life events through
personal development and
counselling/psychotherapy.
 Enable trainees to identify relevant
personal issues in group supervision
and to explore them in personal
development workshops and
counselling.
 Assess via e.g. case study,
assignment and the Learning Review.
Criterion:
5.2.3 Identify and work on
own explicit and implicit
relationship difficulties
that could impact on
client work
 Use personal therapeutic counselling and
supervision to help with personal
relationship difficulties that resonate with
client work.
 Practise this criterion in personal
therapeutic counselling and personal
development workshops, and reflect on
the process in the Learning Review.
 Discuss how to identify and work on
(explicit and implicit) relationship
difficulties through personal
development, counselling or
psychotherapy.
 Enable trainees to identify relevant
personal issues in supervision and to
explore them in personal development
workshops and counselling.
 Assess via e.g. case study,
assignment and the Learning Review.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
5.3.1 Use awareness of your
self during counselling
sessions to enhance
the counselling process
 Identify examples of the use of selfawareness in client-work.
 Apply ’awareness of your self’ in client
work, group-work, supervision and
counselling practice sessions.
 Reflect (in the Learning Review and/or
client records) on understanding and
application of this skill.
 Discuss the use of self-awareness
during counselling sessions.
 Highlight and explore, in group
supervision and other group work,
examples of the use of self-awareness
in client work.
 Assess via e.g. case studies and the
Learning Review.
Criterion:
5.3.2 Regularly reflect on
your self as a
counsellor and apply
insights to subsequent
counselling work
 Explore the ways in which your way of
being/your personality as a counsellor
can be both a help and a hindrance to
client-work.
 Reflect (e.g. in the Learning Review, SelfReview and client/supervision records) on
your application of this criterion.
 Discuss ways in which the personality
of the counsellor can be a help and a
hindrance in client-work.
 Enable trainees to explore how self
reflection can aid their client work.
 Assess via e.g. Self-Review and the
Learning Review.
Criterion:
5.3.3 Use clinical
supervision to develop
awareness of implicit
processes in your
counselling work
 Explore, in supervision, examples of
implicit processes within client-work.
 Develop understanding of implicit
processes within the training group.
 Practise this criterion and document
developing skills in Learning Reviews,
case studies and supervision/client
records.
 Discuss how supervision can be used
to raise personal awareness of implicit
processes in counselling work.
 Explore, in supervision, examples of
implicit processes within client-work.
 Assess via supervision, assignment,
case studies and the Learning Review.
Element:
5.3 Use self awareness to
enhance the
counselling process
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UNIT SIX:
Work within a framework of
counselling theory and skills
LEARNING OUTCOME:
Use knowledge, understanding
and skills to facilitate the
counselling process
Element:
6.1 Use counselling theory
to enhance your client
work
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
6.1.1 Use a coherent theory of
counselling and the
therapeutic process to
enhance your client work
 Understand what ‘process’ means in your
core theoretical model
 Apply your understanding of your core
theoretical model and process to
enhance effectiveness of your
counselling.
 Develop understanding and skills via
reading, seminars, supervision,
counselling practice sessions and work
experience.
 Identify (e.g. in client/supervision records,
assignments, Self-Review) examples of
your application of this criterion.
 Discuss and model the Centre’s
theoretical approach to counselling and
the therapeutic process.
 Explore, in group supervision of case
presentations, the application of this
criterion.
 Assess via e.g. supervision/client
records, assignments, case
presentations and the Learning Review.
Criterion:
6.1.2 Use a coherent theory of
self, personal history and
relationships to enhance
your client work
 Study theories of self, personal history
and relationships as applied to your Core
Model.
 Understand how a thorough
understanding of your Model(s) can
further your work with clients and in skills
practice.
 Develop and show understanding and
skilful application – via e.g. reading,
seminars, supervision, counselling
practice sessions and client work.
 Discuss the importance of
understanding and skilfully applying to
client work the Core Model of self,
personal history and relationships.
 Provide exercises to ensure trainees
are reading about and understanding
their Core Approach and its application
to client work.
 Assess via e.g. supervision records,
assignments, case presentations and
the Learning Review.
Criterion:
6.1.3 Use evidence-based
research to enhance
your understanding of
your client work
 Consider the importance of applying
evidence-based research (interventions,
approaches and techniques) to client
work or particular client issues e.g.
depression, anxiety, self-harm and stress.
 Show your understanding of how
evidence-based research can inform
client work through reading, seminars,
supervision and reflections on client work.
 Discuss what evidence-based research
is.
 Discuss the importance of being aware
of research and its application to client
work.
 Look at outcomes of research in
relation to particular client issues.
 Recommend resources: “Treatment choice
in psychological therapies and counselling”
www.doh.gov/mentalhealth and “Evidencebased Counselling and Psychological
Therapies”. Eds. Rowland, N. & Goss, S.
pub. Routledge, 2002.
 Explore examples of using evidenced-based
theory and practice to enhance trainee’s
client work.
 Assess, via e.g. supervision records,
assignments, case presentations, Learning
Review.
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Element:
6.2 Use counselling skills
and techniques to
enhance your client
work
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
 Study and practise skills and techniques
associated with your theoretical model.
 Become thoroughly grounded in your
Core Model(s) and know the techniques
and skills relevant to the model(s) to
further enhance your client work.
 Develop understanding and skills via
seminars, supervision, client work and
counselling practice sessions.
 Document your competent use of skills in
Learning Reviews, supervision/client
records and feedback on observed
counselling practice.
 Discuss a range of counselling skills,
techniques & interventions specific to
Centre’s theoretical model (e.g. in cognitive
therapy you might use Challenging
Irrational Beliefs, in psychodynamic
counselling you might use free
association).
 Explore the practise of this criterion in skills
practice sessions, case presentations and
supervision.
 Assess via e.g. supervision reports,
feedback on counselling practice,
assignments and case presentations.
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
6.3.1 Use understanding of
common life events and
situations to work
effectively at Service Level A
 Understand the CPCAB model of Service
Levels.
 Study theories of common life events:
e.g. loss and bereavement.
 Show development of understanding and
practise via reading, seminars,
supervision, counselling practice
sessions and client work.
 Discuss theories of common life events:
e.g. loss and bereavement.
 Explore (a) personal experiences of
common life events through exercises
& group-work; (b) the practise of this
criterion in supervision and counselling
practice.
 Assess via e.g. supervision,
counselling practice, assignments &
case presentations.
Criterion:
6.3.2 Use understanding of
common mental health
problems to work effectively
at Service Level B1
 Research common mental health
problems.
 Have an understanding of the medical and
non-medical approaches to mental health
problems.
 Demonstrate an ability to manage clients
with mental health issues at Service
Level B1.
 Show development of understanding and
practise via reading, seminars,
supervision, counselling practice
sessions and client work.
 Introduce, through seminars or
presentations, common mental health
problems. Recommended resource:
www.doh.gov/mentalhealth
 Explore (a) personal experiences of
common mental health problems through
exercises and group-work; and (b) the
practise of this criterion in supervision and
counselling practice.
 Assess via e.g. supervision, counselling
practice, assignments & case presentations.
Criterion:
6.3.3 Use understanding of
implicit psychological
and interpersonal
processes to begin
work at Service Level
B2
 Be able to discuss the underlying issues
connected with specific mental health
problems – e.g. the formation of eating
disorders or depression.
 Show developing understanding via
reading, seminars and supervision, and
show counselling and skills via reference
to counselling practice sessions and
client work.
 Show your learning in practice sessions
and client work.
 Provide time to discuss specific client
problems, their possible causes and
treatment.
 Know what would be beyond their level
of competence at this service level.
 Explore practise of this criterion in group
supervision and counselling practice.
 Assess via e.g. supervision records,
observation and feedback on counselling
practice, assignments and presentations.
Criterion:
6.3.4 Use clinical
supervision to identify
clients with severe
mental health problems
and support the referral
process
 Become familiar with signs and
symptoms of severe and complex mental
health problems.
 Clarify with your supervisor how to utilise
clinical supervision to identify and refer
clients requiring this level of help and
support.
 Show developing understanding via
reading, seminars and supervision; show
skills via reference to counselling practice
sessions and client work.
 Introduce and discuss (a) severe and
complex mental health problems; and
(b) the use of supervision to identify
and refer clients requiring this level of
help and support.
 Explore the practise of this criterion
through supervision.
 Assess via supervision, counselling
practice, assignments and case
presentations.
Criterion:
6.2.1 Use counselling skills and
techniques associated with
your theoretical model to
enhance your client work
Element:
6.3 Work effectively at
Service Levels A and
B1 8
8
See the TC-L4 Tutor User Guide for a description of these (and other) Service Levels.
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UNIT SEVEN:
Work self-reflectively as an
Agency Counsellor
LEARNING OUTCOME:
Use self-reflection and
supervision to facilitate the
counselling process
Element:
7.1 Manage your
development as a
counsellor
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
7.1.1 Identify your progress
and learning needs
through self-reflection
and feedback
 Reflect on progress in understanding
course requirements at this level and
identify areas to work on.
 Explore difficulties in receiving feedback.
 Show development of your skills via the
Learning Review, Self-Review and peer
and tutor feedback.
 Discuss good practice in identifying
personal progress and learning needs.
 Explore trainee difficulties in receiving
feedback.
 Assess via e.g. tutor and peer
feedback, Self-Review and the
Learning Review.
Criterion:
7.1.2 Use feedback skills to
help other counselling
trainees identify their
progress and learning
needs
 Be clear how to give good feedback to
others.
 Reflect on any difficulties in giving
feedback to others.
 Identify your skills via the Learning
Review and Self-Review, and also in
counselling practice sessions through
peer comment on your feedback skills.
 Discuss good practice in providing
feedback to peers.
 Facilitate exploration of trainees’
strengths and weaknesses in giving
good feedback.
 Assess via the observer role in
counselling practice.
Element:
7.2 Evaluate your
counselling practice
GUIDANCE TO CRITERIA:
Notes for Tutors (guidance only)
Criterion:
7.2.1 Use supervisee skills
to prepare for and
utilise clinical
supervision sessions
effectively
 Identify effective supervisee skills.
 Prepare client notes to use supervision
effectively.
 Use examples to show your supervisee
skills via the Learning Review and
supervision record.
 Discuss supervisee skills, together with
examples of good practice.
 Provide opportunity for trainees to
practise this criterion before and during
supervision.
 Assess via e.g. supervision reports,
tutor observation of case
studies/presentations.
Criterion:
7.2.2 Evaluate the
effectiveness of your
counselling practice
through regular
reviews of your work
as a trainee
counsellor
 Explore ways of evaluating the
effectiveness of your counselling practice.
 Confirm completion of this criterion via
samples/examples of good practice in the
Learning Review, Self-Review and
supervision records.
 Discuss examples of good practice in
reviewing and evaluating the
effectiveness of counselling.
 Assess via Self-Review, peer
feedback, and the Learning Review
and/or supervision records.
Criterion:
7.2.3 Understand how to
evaluate the
effectiveness of your
counselling practice
using a tool for
monitoring client
outcomes
 Research tools for monitoring client
outcomes – e.g. Clinical Outcomes for
Routine Evaluation: www.coreims.co.uk
 Increase your understanding via reading
and seminars.
 Show understanding of this criterion by
providing and commenting on an example
of a tool designed for monitoring client
outcomes.
 Discuss the nature and use of tools for
evaluating client outcomes: e.g.
Outcomes for Routine Evaluation
www.coreims.co.uk
 Assess via e.g. client records, case
studies/presentations and assignment.
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3. Assessment programme – minimum requirements
Candidates must be assessed as Proficient in both internal and external assessment to
achieve the qualification.
Candidates must give two pieces of evidence for each criterion and the Candidate Learning
Record must include evidence from all three assessment methods (documents, tutor
observation and testimony) for each unit of this qualification.
INTERNAL ASSESSMENT – must include all three methods of
assessment
Programme activities
Agency work experience
Professional discussion
and workshops
Seminars, personal
development
workshops and group
work
Projects and
presentations
Review of
understanding, skills
and client work
Review of learning
Assessment
method 9
Documents
Types of evidence
(2 references for each assessment criterion)








Learning review 10
2 self-reviews 11
2 case studies 12
2 Assignments:
a) On the service level framework (client-need
& outcomes)
b) On the theoretical framework
(application of understanding to self and
client work)
Client record (100+ hrs - at least 5 different
clients)
Clinical supervision record 13
Therapy record (10+ hours) 14
4 tutor-observed counselling practice
sessions (2 via audio or video) 15
2 case presentations
Workplace simulations
Assessed counselling
Tutor
practice
observation 
Assessed case
presentations

Assessed workplace
simulation
Agency work place
 1 supervisor report
experience
 1 agency report and/or feedback
Counselling practice
 Peer feedback
Group work
Testimony
Case presentations
16
30 – 50 hours group
training supervision
Seminars and
workshops
Tutorials
EXTERNAL ASSESSMENT
Candidates submit a 30 minute audio tape and a two hour Candidate Review Paper (related
to their audio tape) to CPCAB for assessment. 17
9
Proforma and guidesheets for internal assessment can be downloaded from the tutor CD or
CPCAB website.
10
This is an on going review of learning during the course (also called a “learning journal”).
11
Self-evaluation of learning, goals, progress, learning needs and completion of the learning
tasks (criteria).
12
The case study and case presentation may be linked.
13
CPCAB recommends that the candidate’s agency provides appropriate clinical supervision to
meet BACP supervision guidelines for trainees – currently a minimum of 1½ hours individual
supervision per month (or the equivalent if in group supervision) or 1 hours supervision for every 8
hours client work.
14
The therapy requirement should be consistent with the centre’s own theoretical
model/approach. In practice this means that many centres will require more than the minimum of 10
hours.
15
One of these will be the external assessment audio tape and tutor feedback.
16
Testimony can include tutorial records and direct questioning by a tutor-assessor.
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4. Tutor-assessor qualifications and experience
The core tutor-assessor needs to be an experienced counselling practitioner, an experienced
trainer and group-worker and at least a developing counselling supervisor. Additional
members of the tutor-assessor team may bring varied strengths but each needs to be a
developing counselling practitioner, a developing trainer and group-worker, and a developing
counselling skills supervisor.
Tutorassessor
Minimum
practice
qualification
Required
personal
therapy +
professional
accred
On-going
CPD
Minimum practice
experience
Minimum
training
experience
TC-L4 core Therapeutic
counselling
tutor
(diploma level
/450 hours
minimum)
Experience of
therapeutic
counselling
personal
Supervised (therapeutic)
counselling practice agency or independent
setting (450 hours post
qualification practice)
Counselling
skills training
additional
tutor(s)
Therapeutic
counselling
(diploma
level/350 hours
minimum)
AND …member
of a professional
association
Experience of
therapeutic
counselling AND
…member of a
professional
association
profession
al
current
practitioner
personal
profession
al
current
practitioner
AND …supervisory role in
related field
Supervised (therapeutic)
counselling practice
(agency or independent
setting)
Trainer in
related field
(human
relations,
professional
development
etc)
5. Candidate entry requirements
This qualification is accredited for candidates aged 19 or over. They must
have already acquired either:
» CPCAB’s Level 2 Certificate in Counselling Skills (CSK-L2) and
CPCAB’s Level 3 Certificate in Counselling Studies (CST-L3); or …
» The equivalents of CSK-L2 and CST-L3, as ascertained by pre-course
APL and/or APEL centre assessment.
Tutors can allow progression onto the first year of TC-L4 to candidates who
have not yet completed their assessment for CST-L3. However, candidates
must successfully complete the assessment prior to entry into the second
year of TC-L4.
Special arrangements can occasionally be made to allow entry of suitably
qualified trainees into year two of TC-L4 – please contact the CPCAB head office
for further details.
Criteria considered important in selecting applicants for a programme
leading to TC-L4:
17
Guidance to prepare candidates for external assessment and mock papers are available on the
tutor CD and CPCAB website.
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 Identify reasons for training beyond just personal development.
 Be aware of the time and other resources required to meet demands of
the course.
 Provide references.
 Be academically and emotionally able to cope with this level of training.
 Ability to work with difference and diversity.
 Possess personal qualities, imagination, intuition, openness and ability to
benefit from self-development.
 Possess the ability to form a helping relationship.
 Have self-awareness, insight, honesty and the ability to make links.
 Possess emotional stability and the absence of personality disturbance.
 Ability to challenge and be challenged.
 Ability to respond sensitively and empathically to others.
Centres need to ensure that all potential TC-L4 trainees (especially those that have not
completed the prior CPCAB qualifications):
»
»
»
»
Are made aware of the nature of the course (and “what they’re letting themselves in for”)
and have been asked to self-assess themselves with regard to the necessary personal
resources to cope with the demands of the programme.
Have provided evidence of personal development and their ability to cope with this
aspect of the course.
Have the capability to begin working with clients within an agency setting.
Are intending (and actively seeking) to begin work with clients during Year 1 of the programme.
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