Person Centred Counselling
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Overall aims and purpose
This module was developed in the belief that counselling skills, relationships and the therapeutic use of self, play an important and influential role in the provision of effective nursing and health care practice. Students are enabled to examine the key principles of Carl Rogers person centred approach relating this to holistic principles in health care and health promotion.. They are encouraged to reflect on how a more holistic approach to health practice can relate to their own work and/ or area of special interest in health science. A central aim is to raise the therapeutic quality of students’ relationships with those requiring help or support. and to facilitate a spirit of collaborative enquiry into the perspectives and belief systems of others. This 20 credit module allows for analysis and critique of theory and practice issues via a personal reflective dialogue. Awareness and interpersonal skills are heightened and health issues viewed on a continuum rather than seeing health and illness as a dichotomy.
Topics may include:
- Person centred view of human potential
- Professional, ethical and legal perspectives
- Developing the Person Centred approach within constraints of current practice, system values and expectations, social inequity, increasing poverty and other forces of marginalisation .
- Analysis of physical environments and organisational culture in relation to person centred principles
- Person centred principles in relation to the nature and conduct of care activities and behavioural attitudes of self and others.
- How person centred principles contribute to the maintenance of dignity in care and care settings.
- The therapeutic alliance and influence on relationships in health care.
- The meaning of the core conditions of empathy, unconditional positive regard and congruence
- Theory of personality development and change in relation to the Person Centred Approach
- The role of core skills in communication in relation to the Person Centred Approach
- Self awareness. Language and cultural sensitivity, belief systems of self and others.
- Critiques of the Person Centred Approach – strengths and limitations
see University marking criteria - all learning outcomes achieved to a good level and most to an excellent level
see University marking criteria - all outcomes achieved to a good level
C- to C+
see University marking criteria - all outcomes achieved to a passable level and most to a reasonably good level
50% see University marking criteria - all outcomes 1-7 achieved to a passable level
Critically analyse and debate the central themes, principles and concepts in relation to the person centred approach.
Critically examine, with reference to the person centred approach, the role and function of the therapeutic relationship in the context of health care practice
Critique and evaluate the strengths and limitations of the person centred approach
Critically analyse the strengths and limitations of taking a holistic/person centred viewpoint of peoples’ health issues.
Appraise, evaluate and critically reflect on how the person centred approach may enhance own work or area of interest in health care practice.
Evaluate ways in which Rogers’ philosophy and core conditions can enhance relationships with others
Demonstrate person centred qualities, together with a range of relevant skills to holistic health care practice.
|What could be gained by being more person centred in my area of healthcare interest/practice?||20|
|What could be gained by being more person centred in my area of healthcare interest/practice?||80|
Teaching and Learning Strategy
|Practical classes and workshops||
e learning library seminars tutorials
lectures, group work,
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Resource implications for students
No resource implications further than normal running costs
Barker, M, Vossler, A and Langdridge D (eds) (2010) Understanding Counselling and Psychotherapy Open University
Beresford, P et al (2011) Supporting people: towards a person centered approach. Policy Press
Beresford P, Person Centred Support. The Way Forward or an Enduring Contradiction? Open Mind. July and August 2011
Casemore, R (2011) Person Centred Counselling in a Nutshell, 2nd Edition, Sage
Feltham C, (2010) Critical Thinking in Counselling and Psychotherapy, Sage
Geldard, K and Geldard, D. (2003) Counselling Skills in Everyday Life, Palgrave MacMillan.
Kirschenbaum, H and Henderson, V.C. (1989) The Carl Rogers Reader. Boston, Houghton Mifflin.
Prever, M (2010) Counselling and Supporting Children and Young People, A Person Centred Approach, Sage
Rogers, R C. (1961) On Becoming a Person, Houghton Mifflin.
Rogers, R C (1951) Client Centred Therapy, Constable & Co. Ltd
Stedmon J and Dallos R, (eds) (2009) Reflective Practice in Psychotherapy and Counselling, McGraw Hill
Thompson J, Kilbane J and Sanderson H, (eds) (2008) Person Centred Practice for Professionals, Open University Press
Tolan, J. (2003) Skills in Person Centred Counselling and Psychotherapy. Sage
Woolfe, R, Strawbridge S, Douglas B and Dryden W (eds), (2010) Handbook of Counselling Psychology, 3rd Edition, Sage