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| Acknowledgements | |
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| How to use this Workbook | |
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| Introduction | |
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| Learning to offer a therapeutic relationship | |
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| Using the Workbook | |
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| Some practical suggestions | |
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| Working alone and with others | |
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| Taking responsibility and taking care of yourself | |
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| Building a portfolio of experiences and reflections | |
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| The basic assumptions informing the design of this Workbook | |
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| Notes for tutors | |
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| Building on life experience: the foundations of a personal approach | |
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| Introduction | |
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| Writing your autobiography: getting started | |
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| Keeping a personal journal | |
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| The story of a helping relationship | |
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| The origins and development of your interest in therapy | |
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| Your favourite story | |
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| The self puzzle | |
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| Thickening your autobiography: early memories | |
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| An inquiry into sexuality | |
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| Your personal experience of therapy | |
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| What you bring to counselling | |
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| Exploring cultural identity | |
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| Feeling really understood | |
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| Mapping your relationship patterns | |
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| Engaging with difference | |
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| How do you cope with crisis in your own life? | |
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| The experience of changing your own behaviour | |
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| The role of therapy in your life story | |
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| Knowing how your emotions are organized | |
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| What is your psychopathology? | |
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| How relevant is spirituality? | |
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| How do you cope under pressure? | |
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| Do you have a preferred learning style? | |
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| What motivates you? | |
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| Reflecting on the experience of writing about yourself | |
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| Being a member of a learning group: working together to develop self-awareness | |
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| Introduction | |
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| Exploring your feelings, fantasies and expectations about the group | |
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| Using the group to experiment with new ways of relating to others | |
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| Making connections and being responsive to others | |
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| First impressions of group members | |
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| Talking about yourself in the group | |
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| Reflecting on significant events in the group | |
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| Endings: reflecting on the life of the group | |
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| A brief introduction to concepts of group dynamics | |
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| Making sense: constructing a framework for understanding | |
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| Introduction | |
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| What are the key theoretical ideas that you use? | |
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| What is your relationship with theory? | |
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| Identifying different levels of theorizing | |
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| Meta-theories: how do they shape the way you think about counselling? | |
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| Applying theory: making sense of personal experience | |
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| Empathy: a key concept in counselling | |
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| Making sense of self | |
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| How theory is applied in practice: key cases | |
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| Applying cognitive-behavioural concepts | |
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| Irrational beliefs and dysfunctional self-talk | |
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| Developing a cognitive-behavioural case formulation | |
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| Congruence: the use of self in counselling | |
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| Experiencing authenticity | |
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| The balance between problems and solutions | |
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| Specific techniques or common factors | |
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| Positioning your practice in relation to social and political factors | |
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| The idea of the unconscious | |
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| What brings about change? The relative importance of cognition and emotion | |
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| Behind the theory: the life of the theorist | |
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| The cultural context of understanding | |
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| What kind of therapeutic relationship? | |
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| Dialogue between theorists | |
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| Are you postmodern? | |
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| Letter to a theorist | |
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| The concept of transference | |
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| Putting theory to use: thinking about cases | |
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| Introduction | |
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| Student counselling: the case of Ms B | |
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| A client's opening statement | |
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| Cynthia: making life choices | |
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| The case of Glenys - first session | |
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| The case of Glenys - later sessions | |
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| 'I hear these voices telling me what to do' | |
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| A case of work stress | |
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| Thelma: a victim of therapist boundary violation | |
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| Geoffrey: deconstructing demons | |
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| The case of Mrs Y | |
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| Charles: therapy as a 'last resort' | |
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| The case of Ida | |
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| Anna: moving on in life | |
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| Case scenarios for working with emotions | |
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| David: tackling self-blame | |
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| Reflecting on practice: challenges and possibilities within the therapeutic relationship | |
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| Introduction | |
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| Exploring moral values | |
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| The implications of your moral values for your approach as a counsellor | |
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| What is your personal philosophy? | |
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| Moral dilemmas presented by clients | |
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| Ethical decision-making | |
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| Deconstructing the meaning of confidentiality | |
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| Creating and maintaining a therapeutic relationship with a client | |
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| Expanding your relational responsiveness | |
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| Touching and being touched | |
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| Making sense of stories | |
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| Working therapeutically with metaphors | |
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| Responding to client interest in dreams | |
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| The meaning of boundary | |
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| What does 'counselling' mean to people in your community? | |
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| Writing letters | |
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| The therapeutic use of reading | |
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| Using Internet resources to support therapy | |
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| Counselling in the media | |
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| Online counselling | |
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| Indoors or outdoors? Using nature in therapy | |
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| How to be really ineffective | |
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| Working with clients who are difficult or challenging | |
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| Developing a professional identity: putting it all together | |
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| Introduction | |
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| Reviewing your skills and qualities as therapist | |
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| Images of therapy | |
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| What are you aiming to achieve as a therapist?: selecting criteria for evaluating your effectiveness | |
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| What's in your toolbox? | |
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| Marketing yourself as a counsellor: your one-minute intro | |
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| Are you a counsellor or psychotherapist? | |
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| Your therapy room | |
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| Building an effective support network | |
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| Your position in relation to research and inquiry | |
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| What does it mean to be 'personal'?: some questions from Carl Rogers | |
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| Ten years from now | |
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| Critical issues for counselling and psychotherapy | |
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| Internet resources and further reading | |
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| A narrative approach to personal and professional development in counselling/psychotherapy training | |
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| References | |
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| Index | |