Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
An evidenced informed curriculum framework for working with children and young people (4–18 years) Counselling children and young people (4–18 years) training curriculum BACP Professional Standards
Counselling children and young people (4–18 years) training curriculum This Counselling children and young people (4–18 years) training curriculum is published by the British Association for Counselling and Psychotherapy, BACP House, 15 St John’s Business Park, Lutterworth, Leicestershire, LE17 4HB. T: 01455 883300 bacp@bacp.co.uk www.bacp.co.uk BACP’s primary purpose is to support counsellors and help them better serve their clients. Company limited by guarantee 2175320 in England and Wales, and a registered charity 298361. Copyright © 2020 British Association for Counselling and Psychotherapy. All rights reserved. Permission is granted to reproduce for personal and educational use only. Commercial copying, hiring and lending are prohibited.
3 BACP counselling children and young
people (4–18 years) training curriculum
Contents
Introduction 5
Rationale 6
Overall aim of the curriculum 6
Curriculum structure 7
Curriculum delivery 10
A typical session 13
Placements and supervision 13
Assessment framework 14
Stage 1:
Introduction to counselling children
and/or young people 15
Introduction 16
Course entry requirements 17
Course content 17
Learning outcomes 18
Subject areas
1 Ethical and professional practice (1) 19
2 Child protection and safeguarding (1) 20
3 Child and adolescent development and transitions (1) 21
4 Communication with children and/or young people (1) 22
5 Beginnings and endings with children and/or young people 23
6 Risk assessments (1) 24
7 Mental health and children and young people 25
8 Working within the context of the counselling setting 26
Stage 2:
Formal award in counselling children
and/or young people 27
Introduction 28
Course entry requirements for Stage 2 (Formal award) 28
Course content 29
Placements and supervision 30
Subject areas
9 Ethical and professional practice (2) 32
10 Child protection and safeguarding (2) 34
11 Child and adolescent development and transitions (2) 36
12 The theory and principles of the counselling approach 39
13 Therapeutic relationships with younger clients 41
14 Communication with children and/or young people (2) 44
15 Working with children and/or young people’s emotions 46
4 BACP counselling children and young
people (4–18 years) training curriculum
Contents cont.
16 Using play in therapy with younger clients 49
17 Endings 52
18 Risk assessments (2) 54
19 Collaborative assessments 56
20 Using measures and monitoring outcomes 59
21 Working with cultural diversity 61
22 Mental health, pharmacology and children and/or young people 63
23 Engagement with children, young people, parents and carers 65
24 Working within and across agencies 67
25 Working in a school setting 69
26 Working in a voluntary/community sector setting 71
27 Holding the overall perspective 73
28 Supervision 75
Stage 3:
Additional subject areas for advanced and
top-up awards or post-qualifying CPD 77
Introduction 78
Subject areas
29 Working with groups 79
30 Alternative models of intervention 81
31 Emotional health promotion in schools 82
32 Using self-help materials 84
33 Applied relaxation 86
Reading list and resources 87
Essential reading 88
Supplementary reading materials 89
Appendix
A Suggested post-Stage 1 student feedback questionnaire 95
B Suggested post-Stage 2 student feedback questionnaire 96
C CYP training delivery options and requirements 97
D Counselling children and young people (4–18 years)
training curriculum pathway options and entry points 98
5 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
Introduction
6 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
• 031 Legal Resource: Safeguarding CYP in
Rationale England, Wales and Northern Ireland
• 038 Commonly asked questions about the Ethical
Framework for the Counselling Professions
This curriculum has been developed in a
• 042 Fact Sheet: Working with suicidal clients
climate of increasing concern for the mental
• 044 Fact Sheet: Ethical decision making in the
health of children and young people. It is,
context of the counselling professions
therefore, timely, since the demand for
• 046 Commonly Asked Questions: Working with CYP
counsellors in schools, the NHS and other
• 052 Legal Resource: Understanding child
child/youth establishments is rising. This
protection in Scotland
BACP Counselling children and young people
• 053 Legal Resource: Understanding the Children’s
(4–18 years) training curriculum provides
Hearing System in Scotland
a consistent minimum standard to which
• 057 Legal Resource: Suicide in the context of the
counselling practitioners of children and/or
counselling professions in England and Wales.
young people aged 4–18 should be trained
and provides a subject area guide for the full These resources are available to BACP members
programme. The curriculum offers training and can be found at https://www.bacp.co.uk/
providers a framework for a comprehensive gpia
course, reflecting the BACP Competences
for humanistic counselling with children and It is also recommended that this curriculum is
young people (4–18 years), the writing of which used alongside the BACP Ethical Framework for
was overseen by an Expert Reference Group the Counselling Professions which can be found
(ERG) and developed using the Roth & Pilling at www.bacp.co.uk/events-and-resources/
(2008) methodology. It is recommended that ethics-and-standards/ethical-framework-for-
this curriculum be read in conjunction with the-counselling-professions
these competences, which can be found at
www.bacp.co.uk/ethics/competences_and_
curricula/
Overall aim of the
In addition, courses and students are
encouraged to make reference to BACP’s Good curriculum
Practice in Action Resources, in particular:
The aim of this curriculum is to enable
• 002 Legal Resource: Counselling children and counselling practitioners to gain knowledge of,
young people in school contexts in England, and competence in, working with children and/
Northern Ireland and Wales or young people aged 4–18 years in order to
• 003 Legal Resource: Adoption law in England practise with this age group in an ethical and
within the counselling professions effective way.
• 005 Legal Resource: Adoption law in Northern
Ireland and Wales within the counselling BACP’s Counselling children and young people
professions (4–18 years) training curriculum is aimed
• 011 Commonly Asked Questions: Monitoring the at training providers who wish to deliver
supervisory relationship from the perspective counselling training for work with children and/
of a supervisee or young people (4–18 years) in a variety of
• 014 Legal Resource: Managing confidentiality different contexts. It is not the same as the CYP
within the counselling professions IAPT Curriculum for evidence based counselling
• 025 Legal Resource: Adoption law in Scotland practice which is aimed at postgraduate level
within the counselling professions training within an IAPT context, although the
• 026 Legal Resource: Counselling children and two curricula are both underpinned by BACP’s
young people in school contexts in Scotland Competences for humanistic counselling with
• 029 Legal Resource: Mental health law within the children and young people (4–18 years).
counselling professions in England and Wales
7 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
Core training for counselling
Curriculum structure children and young people
The training curriculum is divided into three parts: The CYP training curriculum can also be used to
inform core practitioner training that specialises
Stage 1: in counselling children and young people. Such
Introduction to counselling children and/or courses are encouraged to incorporate all of the
young people elements in Stages 1, 2 and 3 of the curriculum
into the course. However, given that the CYP
Stage 2: training curriculum is designed for students who
Formal award in counselling children and/or have already completed their core counsellor
young people (e.g. certificate or diploma) training, greater time and attention will need
to be given to the theory, principles, skills,
Stage 3: personal development and professional practice
Additional subject areas for advanced and top- elements that are not included here.
up awards or for post-qualifying CPD.
In addition, to align with core training
The curriculum is designed to be flexible to meet for working with adults and with BACP’s
the varied needs of different training providers requirements for registration and individual
and the experience and/or previous training accreditation, such courses would need to be
of practitioners. Courses may wish to deliver at least one year full-time or two years part-
Stage 1 in isolation, or Stages 1 and 2 together time and include at least 450 hours of tutor
as part of the full award (see Appendix D: contact time. Students will need to undertake a
Pathway options). Some or all of the subject minimum of 100 hours of counselling practice
areas included in Stage 3 can be included within with children and young people in a supervised
training courses that are more advanced awards, counselling placement. There should be an
or later for top-up awards. These subject areas assessment to ascertain students’ competence
can also be delivered separately as CPD training and readiness to begin working with real clients
to support the ongoing development of post- before commencing the placement, and a final
qualified children/young people’s counsellors. assessment of counsellor competence at the
end of the course.
Training for work with different
age ranges Stage 1: Introduction to
The curriculum can be delivered for work with
counselling children and/or
the full age range of children and young people young people
(4–18 years) or can focus on just one age group The first stage of the training curriculum gives
i.e. children (4–10 years) or young people counsellors the basic skills and competences
(11–18 years). All of the subject areas in Stages to begin working with children and/or young
1 and 2 need to be delivered for work with people. This introductory course is for post-
all of the age groups. Additional topics within qualified counsellors who wish to begin
the subject areas for work with children (4–10 practising and working towards a qualification
years) are clearly indicated throughout. Post- in counselling children and/or young people.
qualifying CYP training courses that wish to It is also for current counselling students on
cover the full age range will need to ensure that adult-focused counselling/psychotherapy
students gain sufficient experience in working training courses who wish to undertake some
with both age groups before the final award is of their placement hours with children and/or
given (see pages 13 and 28). young people. All students must successfully
complete Stage 1 of the training curriculum
before beginning work with children and/or
young people in placement.8 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
The Introduction to counselling children and/or
young people comprises eight subject areas: Stage 2: Formal award in
counselling children and/or
Subject Subject young people
area area The second stage of the training curriculum
number title enables qualified counsellors to develop
1 Ethical and professional practice in-depth knowledge and understanding,
(1) and the advanced competences that are
required when working with children and/or
2 Child protection and safeguarding
(1) young people. It is up to the training provider
to decide the academic level of the Stage
3 Child and adolescent 2 course e.g. certificate, diploma, degree
development and transitions (1) etc. The Formal award in counselling children
4 Communication with and/or young people is for post-qualified
children and/or young people (1) counsellors who have successfully completed
5 Beginnings and endings with the Introduction to counselling children and/or
children and/or young people young people (Stage 1) or who can evidence
6 Risk assessments (1) via a formalised APL procedure, that they
have acquired the requisite knowledge and
7 Mental health and children understanding through previous CPD and/
and/or young people or prior experience of counselling children
8 Working within the context of and/or young people that is equivalent to
the counselling setting the Introduction to counselling children and/or
young people.
It should be noted that some of the content
in the Stage 2 subject areas revisit elements
included in the Stage 1 introductory training.
The purpose of this is to consolidate and
build on this initial learning to ensure that
counselling practitioners can effectively
apply this knowledge to their practice with
children and/or young people,. This process
of learning is informed by the theory of Spiral
Curriculum (Bruner, 1960). Stage 2 of the
training curriculum comprises 20 subject
areas:9 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
Subject Subject Stage 3: Additional subject areas
area area
number title for advanced and top-up awards
or post-qualifying CPD
9 Ethical and professional practice
(2) The five subject areas within this section of the
curriculum are optional for the formal award
10 Child protection and safeguarding
and the rationale for inclusion in a training
(2)
course may depend on the level of the award
11 Child and adolescent and/or the placement contexts within which
development and transitions (2) students are practising. Training providers
12 The theory and principles of the may wish to include some or all of these
counselling approach subject areas if the award being delivered is
13 Therapeutic relationships with an advanced award, or if a top-up award to the
children and/or young people formal award is being offered. Alternatively,
these subject areas can be delivered as part
14 Communication with children
of additional CPD training workshops for
and/or young people (2)
qualified children/young people’s counsellors,
15 Working with children and/or to support them in their ongoing professional
young people’s emotions development beyond the formal award. The
16 Using play in therapy with learning outcomes for each subject area can
younger clients be met through summative assessments for
17 Endings advanced or top-up awards, or through taking
part in role play, experiential activities and/
18 Risk assessments (2)
or case study discussion in the case of CPD
19 Collaborative assessments training workshops. These additional subject
20 Using measures and monitoring areas are:
outcomes
21 Working with cultural diversity Subject Subject
22 Mental health, pharmacology and area area
children and/or young people number title
23 Engagement with children and/or 29 Working with groups
young people, parents and carers 30 Alternative models of intervention
24 Working within and across 31 Emotional health promotion
agencies in schools
25 Working in a school setting 32 Using self-help materials
26 Working in a voluntary/ 33 Applied relaxation
community sector setting
27 Holding the overall perspective
28 Supervision10 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
use in training those counselling practitioners
Curriculum delivery who are post-qualified but who need further
specialist training to enable them to work
competently with children and/or young
The curriculum can be delivered for work with
people. BACP specifically recommends that
children and young people (4–18 years) or
practitioners who wish to work with children
alternatively, courses can choose to focus on
and/or young people need to ensure they are
just one age group i.e. children (4–10 years)
working within their competence. (For example,
or young people (11–18 years). For courses
see BACP’s Ethical Framework for the Counselling
delivering training to either children or young
Professions (2018), Good Practice; Working to
people, all of the subject areas in Stages 1 and
professional standards, point 13.)
2 need to be delivered for work with each age
group. Additional topics within the subject
In addition, the following points are pertinent
areas for work with children (4–10 years) are
to the delivery of this course:
clearly indicated throughout. These can be
omitted for training to work with young people
1. Trainers will be counselling practitioners
(11–18 years) only. Post-qualifying CYP training
with current or past experience of working
courses that wish to cover the full age range
with children and/or young people (i.e.
will need to ensure that students gain sufficient
experience of working with the age groups
experience in working with both age groups
for which the training is being offered), and
before the final award is given (see pages 13
will be experienced and competent with
and 28).
this mode of delivery. To work beyond one’s
competence is to work unethically
The curriculum is designed to be delivered
either in two parts i.e. Stage 1 and 2 (as above),
2. As with the counselling process, which the
or as one whole course. The Stage 3 subject
course should model, adequate time should
areas are optional and can form part of the
be given at the outset for contracting
whole course or can be delivered separately
as a group as well as familiarisation and
as post-qualifying CPD. It is important that
bonding. A range of ice breakers and other
students are assessed in all elements of Stage 1
creative materials can be used to this effect,
before starting work with children and/or
all of which can be useful for subsequent
young people. The curriculum is founded on
group work with children and/or young
the assumption that all participants entering
people
at Stage 1 have either successfully undergone
and completed full initial core training in
3. While specific issues, such as working with
adult counselling and/or psychotherapy, or
difference, working ethically and working
are students who are currently studying on
safely have specific references within the
such a course. This first stage of the training
subject areas, it is expected that they will
is designed to meet BACP’s requirements
also permeate the curriculum since they
for students who wish to include work with
are connected to values which underpin the
children and/or young people as part of the
whole course
practice hours needed for their course (see
www.bacp.co.uk/membership/organisational-
4. It is strongly advised that trainers refer to
membership/course-accreditation/student-
the competences before embarking on each
placements-with-children-and-young-people).
subject area
It is also assumed that participants entering
5. It is expected that this curriculum will include
at Stage 2 have already successfully
a wide range of teaching styles and as much
completed their core adult training and have
experiential work as possible. This mirrors
a professional qualification that meets the
children and/or young people’s learning
entry requirements. The full award (i.e. both
through experience and should include
Stage 1 and Stage 2) is therefore designed for
access to a wide range of creative materials11 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
6. The delivery of this curriculum should be 11. It is suggested that each session lasts one
underpinned by adult learning theories day of eight hours with appropriate breaks.
which use experiential and reflective This session length can also be increased/
learning approaches (e.g. Experiential decreased at the training provider’s
Learning Cycle (Kolb, 1984); The Reflective discretion so as to meet the requirements
Cycle (Gibbs, 1988); ALACT (Korthagen and of their institution and/or awarding body
Vasalos, 2010))
12. Course participants must ensure a minimum
7. MindEd sessions can be used to of 80% attendance; 100% of the subject
supplement didactic teaching sessions areas and course assessments must be
(see www.minded.org.uk) successfully completed. Thus, any sessions
missed must be completed by the student
8. Although there are 33 subject areas across accordingly
the whole of this curriculum, it is important
to note that one subject area does not 13. Whilst flexible in terms of structural
necessarily equate to one day of course delivery, there is little flexibility in terms
delivery. In addition, the subject areas of the learning outcomes because these
are not intended to sit as separate units/ are mapped onto, and underpinned by
modules that need to be delivered in any BACP’s evidenced informed Competences
particular linear/sequential format. Many for humanistic counselling with children and
subject areas interlink and some underpin young people (4–18 years)
all elements of the course e.g. Ethical and
professional practice 14. Each session should include face-to-
face practice sessions, supervised by the
9. Some elements of the Stage 2 subject areas trainer. Work in pairs or in triads to make
can only be developed while working in a use of observation and feedback skills,
placement setting or when working with using each other’s inner child/adolescent,
clients. As such, learning may be acquired in can be a useful way for the counsellor to
the taught sessions, in the placement and/or access their earlier self in readiness for
in supervision. The listed contents for each the common triggers from young clients in
subject area are not intended to become a the counselling work, as well as providing
check list of competences for students to rich material to work with in practice skills
achieve as this could potentially undermine sessions. It should be noted that qualified
any relational, experiential and reflective counselling practitioners should already
aspects of the learning experience possess the necessary boundaries to know
what material to use safely in this way,
10. In the interest of ethical experiential and recognise their responsibility to keep
skills practice and reflective training, it is themselves safe, using their own resources
important that the sessions are delivered (e.g. personal therapy) to explore any newly
in a time frame that allows for processing surfacing or unprocessed personal material.
of knowledge and to allow the experience It may be useful to record some of the
of practice to complement the learning. counselling skills sessions to enable students
However, course timings can be adapted to to reflect on their own skills practice and
suit the training provider process and thereby further develop critical
self-evaluation and awareness12 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
15. All students should be encouraged to 19. Although this curriculum follows
be reflective practitioners. This can be humanistic/relational principles there
helped by the use of reflective journals should be an emphasis throughout the
or portfolios, which should include for delivery of this training on applying or
example, any visual material created during adapting participants’ own therapeutic
sessions. Assessment should include an approaches. There is no intention within
element of personal reflection the training to favour any theoretical
perspective
16. All students should be encouraged to be
active researchers. This might include 20. All course certificates that are awarded
working together on a topic to be presented need to be consistent with the age range
to the wider group or producing well- of the course e.g. children and/or young
documented and referenced assignments. people
It could also involve action research and
lead to students becoming more interested 21. On successful completion of the whole
in themselves as reflexive and research course and the assessments, it is the
active practitioners. Students should be counselling practitioner’s responsibility to
encouraged to engage with the research maintain appropriate and relevant CPD
literature about counselling children and
young people in order to maintain the 22. Course trainers should refer to the
currency of practice Good practice sections of BACP’s Ethical
Framework for the Counselling Professions
17. It is expected that appropriate therapeutic (2018), in particular Supervision, points
resources and tools will be available to 60–73, and Training and education, points
students so that experiential learning is 74–80.
enabled during their training. This might
include online materials e.g. the MindEd
curriculum, relevant literature and research
pertaining to evidence-informed practice,
age-appropriate creative, symbolic and
psycho-educational tools, access to
specialised teaching and the use of self
in reflection and in accessing the inner
adolescent
18. This counselling children and young people
training is designed to be delivered across
all four nations of the United Kingdom and
as such can be delivered through Higher
Education (HE), Further Education (FE) and
by private training providers. Different
training establishments have differing
qualification, assessment and validation
requirements to fulfil. Thus, training
providers will have to adapt the assessment
criteria to meet their qualification
requirements13 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
A typical session Placements and
A typical session* might reflect the following
supervision
format:
The placement element of the curriculum
sits within Stage 2 of the training. All
09.30–10.00
counselling practitioners need to successfully
Group session to bring the group together
complete all elements of the Introduction
either for the first time or since the last session
to counselling children and/or young people
before commencing their placement (or have
10.00–12.30
successfully demonstrated through an APL)
Didactic teaching of specific subject area(s)
that they have the requisite prior knowledge
and skills to meet the learning outcomes for
12.30–13.30
Stage 1. This first stage of the training covers
Lunch
the essentials needed to ensure an adequate
level of safeguarding understanding prior
13.30–14.30
to starting work with children and/or young
Group experiential and reflective work
people. The student must be assessed for their
(including discussion on the taught material,
competence prior to beginning a placement
the student’s personal responses to it and how
(see Assessment framework, page 14).
it relates to ethical and professional practice
e.g. BACP’s Ethical Framework for the Counselling
Students are required to undertake a minimum
Professions)
of 501 hours of supervised counselling
practice with the age group that the training
14.30–16.00
is focused on in a placement setting. Students
Experiential skills practice
on training courses for work with children and
young people (4–18 years), must complete
16.00–17.30
50 hours of supervised practice with each
Working with case studies
age group i.e. 50 hours with children (4–10
(Stage 1 Introduction)
years) and 50 hours with young people
Group supervision sessions
(11–18 years). Supervisors must be trained
(Stage 2/Formal Award)
and/or experienced in working with the age
* Please note this example is not intended to be group that is consistent with the age range
prescriptive and session structure may differ of the course i.e. children (4–10 years) and/
across courses or young people (11–18 years). They must
also be a registered member of a recognised
counselling/psychotherapy governing
body, such as BACP, and therefore bound
by their Ethical Code of Practice or Ethical
Framework e.g. BACP’s Ethical Framework for
the Counselling Professions (2018). It is the
training provider’s responsibility to ensure
that supervisors meet these requirements.
Please see page 30 for more information on
placements and supervision.
1 100 hours if the training is a core training for working
with CYP (see page 7)14 BACP counselling children and young
people (4–18 years) training curriculum
Introduction
individual practitioner), and the student’s
Assessment framework self-awareness and reflexivity. Examples
of summative assessments might include:
• There must be an assessment at the end of critically analysed essays; case studies;
the Introduction to counselling children and/ supervisor’s report; placement report; skills
or young people to ascertain the counselling practice assessment; individual and group
practitioner’s competence and readiness to presentations; practice portfolio; evaluation
begin their placement of ethical decision-making in relation to
practice; personal learning and development
• There should be regular assessment statement
of students’ practice to evaluate their
competence in integrating ethical practice • Formative assessments are encouraged
into their way of working in relation to the throughout the course to monitor student
ethical framework/code of practice to which learning and provide ongoing feedback
the student is affiliated that can be used by students to improve
their learning/ skills. Reflective journals
• The learning outcomes and assessment may also be a useful way for students to
strategies for subject areas 24 and 25 may be reflect on their own process throughout the
adapted for those students who are unable course. Examples of formative assessment
to undertake a placement in either a school might include: feedback on skills practice
setting or a voluntary/community sector development; self and peer evaluation and
setting. In such circumstances, students will assessment; feedback on the student’s
be expected to demonstrate in full all of development of working with creative
the requirements in the subject area that is processes; individual or group presentations;
aligned to their placement setting i.e. Subject reflective writing/journaling; tri-partite
area 24: Working in a school setting or Subject meetings; feedback on development of
area 25: Working in a voluntary/community ethical and professional practice
sector setting
• Courses may find that some of the learning
• It is recognised that some elements of the outcomes are best assessed via an ongoing
Stage 2 subject areas may only be developed formative assessment procedure, and
while working with clients in a placement so a mix of summative and formative
setting. As learning may be acquired in assessments would be acceptable.
taught sessions, in the placement and/or
in supervision, the methods of assessment The examples of assessments given above are
need to be varied to reflect the different not exhaustive and there may be a number
learning environments of other ways in which student work can be
assessed.
• Summative assessments are essential to
evaluate student competence against many
of the learning outcomes. These assessments
can be adapted to suit the requirements
of the institution and/or awarding body,
but in all cases they must reflect, and
adequately evidence the learning outcomes.
In particular, assessments must reflect
and evaluate an understanding of the
ethical framework/code (pertaining to the15 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
Stage 1:
Introduction
to counselling
children and/or
young people16 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
linear/sequential format. For example, Subject
Introduction to counselling area 1: Ethical and professional practice,
underpins each of the other subject areas
children and/or young within this introductory course and so the
people content of this subject area should be woven
into all other taught sessions. In addition, ‘self-
awareness’ is incorporated into each subject
This first stage of the training curriculum gives
area so that reflective, personal development
counsellors the competences required to begin
work is carried out throughout the course.
working with children and/or young people
As such, taught sessions will need to be
in a placement setting. The Introduction to
underpinned by adult theories of learning and
counselling children and/or young people is for:
education (e.g. Gibbs Reflective Cycle, 1988;
Kolb’s Experiential Learning Cycle, 1984) and
• Trainee counsellors on adult-focused,
include some reflective/experiential work, as
counselling/psychotherapy core training
well as the opportunity to practise skills with
courses who wish to undertake some of their
peers on the course. (Please see pages 7-9 for
practice hours in a placement working with
further information about curriculum delivery.)
children and/or young people
Each subject area is supported by references
• Counsellors already qualified to work with
to the relevant competences contained within
adults who want to extend their scope of
the Competences for humanistic counselling
practice to counselling children and/or young
with children and young people (4–18 years).
people and work towards a formal award in
These references are included so that tutors
Counselling children and/or young people
and students can develop familiarity with
the competences and focus on specific areas
NB: Core training for children and young people of learning and development in relation to
counsellors – it is suggested that such courses ensure practice. Students are not expected at this
that trainee counsellors cover all of the elements
included within this introductory course (with
stage of their training to evidence proficiency
reference to the age groups that the trainees are being in each of the competences referred to. The
trained to work with), before beginning to work with Introduction to Counselling counselling children
real clients in placements. Further information can be and/or young people has a set of learning
found on page 7 of this curriculum. outcomes through which students show their
knowledge and understanding of the eight
There are eight subject areas in the Introduction different subject areas. Students will also need
to Counselling children and/or young people to demonstrate their competence and therefore
which meet BACP’s requirements for students readiness to begin working with children and/
wishing to undertake practice hours with or young people in a counselling placement. As
children and/or young people as part of their such, there must be some form of summative
core adult training course2 These subject areas assessment(s) at the end of the Introduction
are designed to complement each other and to counselling children and/or young people
interlink rather than sitting as separate units/ (Please see page 14 for further information on
modules that are delivered in any particular assessment strategies.)
2 In May 2019, the Basic YP competences previously
identified as necessary for counselling students to be
taught and assessed for competence in prior to beginning
work with CYP clients, were replaced by the elements
included in this introductory course. See www.bacp.
co.uk/membership/organisational-membership/course-
accreditation/student-placements-with-children-and-
young-people17 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
Course entry requirements Course content
for Stage 1 (Introduction) The Introduction to counselling children and/or
young people comprises eight subject areas:
• Minimum of diploma level 4 [Regulated
Qualifications Framework (RQF) England,
Wales and Northern Ireland] and level 7 Subject Subject
[The Scottish Credit and Qualifications area area
Framework (SCQF) Scotland] counselling/ number title
psychotherapy qualification or equivalent, to 1 Ethical and professional practice
include a minimum of 100 hours supervised (1)
counselling/psychotherapy practice in
2 Child protection and safeguarding
line with recognised practitioner training,
(1)
or: currently studying for a counselling/
psychotherapy qualification (course 3 Child and adolescent
requirements as above), and has completed development and transitions (1)
a substantial number of counselling practice 4 Communication with children and
hours with individual adults and has been young people (1)
assessed as suitable for working with 5 Beginnings and endings with
children and/or young people3 children and young people
6 Risk assessments (1)
• BACP Student or BACP Registered Member,
or equivalent member of a professional body 7 Mental health and children and
who adheres to an ethical framework/code of young people
practice 8 Working within the context of the
counselling setting
• Enhanced DBS check (England, Northern
Ireland and Wales) and equivalent for
Scotland through Disclosure Scotland
• Two character references stating suitability
to work with children and/or young people.
Referees must have known the applicant
for a minimum of two years in a personal or
professional capacity. Referees must not be a
spouse, partner or relative
• Previous experience of working with
children and/or young people desirable (not
necessarily in a counselling context)
3 Course participants who are concurrently studying on
a core counselling/psychotherapy training course must
remain on their core training course for the duration of the
Introduction to counselling children and/or young people.18 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Demonstrate an awareness of own limits
Learning outcomes of competence, and knowledge of how and
when to make an onward referral
Upon successful completion of the Introduction
• Evidence the ability to critically appraise the
to counselling children and/or young people,
impact that different organisational contexts
participants will be able to:
can have on children and young people’s
counselling services and know how to
• Demonstrate knowledge of ethical and
manage any ethical tensions
professional principles and guidelines that
underpin the content of the Introduction to
• Demonstrate an understanding of the
counselling children and/or young people
importance of working collaboratively with
other professionals
• Evidence the ability to identify and critically
appraise ethical conflicts in relation to
• Evidence self-awareness in relation to the
confidentiality, information sharing, capacity
content of the Introduction to counselling
and consent
children and/or young people and a
readiness to begin practice with children
• Demonstrate an understanding of how to
and/or young people.
identify and respond appropriately to child
protection and safeguarding concerns
• Demonstrate an understanding of child and
adolescent development and transitions and
the impact on the client, their presentation
in counselling and any implications for
therapeutic work
• Evidence knowledge of the different ways
children and young people communicate and
express themselves depending on their age
and developmental stage
• Demonstrate the skills required to
communicate with, and engage clients of
different ages and developmental stages
• Demonstrate the skills required to be able
to contract, establish and agree therapeutic
focus/goals for counselling with children and/
or young people, and how to bring the work
to a close
• Evidence the ability to identify and assess
potential risk, and know how to act if a child/
young person is at risk
• Demonstrate an understanding of how
mental health difficulties can emerge and
present in children and/or young people19 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Age and developmentally appropriate
Subject area 1: communication
Ethical and professional • Parent/carer rights and responsibilities
practice (1) • Taking children/young people’s needs into
account when making welfare decisions that
pertain to them
Aims
The aim of this subject area is to provide • Maintaining confidentiality and managing
participants with knowledge of the ethical disclosures and requests for information by
and professional issues that are pertinent third parties
to working with children and young people
• Boundaries of the work and maintaining
in order to prepare them for practice with
appropriate standards of conduct
younger clients.
• Data protection legislation and disclosure of
NB: This subject area is not intended to sit as a information
stand-alone module. The contents of this subject area
underpin each of the other subject areas within this • Keeping and maintaining appropriate records
introductory course and so issues relating to ethical
and professional practice should be woven into all of • Appropriate communication with service
the other taught sessions. users, other practitioners and services
• Issues of difference and equality (anti-
Content oppressive and anti-discriminatory practice)
• Key principles that inform ethical practice • An overview of legislation relating to mental
and appropriate standards of conduct health, education and equality
(with reference to BACP’s current Ethical
Framework) • Self-awareness in relation to the content of
this subject area
• Identifying and dealing with potential ethical
conflicts
For a more detailed breakdown of the competences
related to Subject area 1, please refer to the
• Making the best use of professional support
following sections of the BACP Competences for
networks and clinical supervision humanistic counselling with children and young
people (4–18 years):
• Understanding own limits of competence
Core competences for work with children and young
• How to identify and carry out onward referral people 3: Knowledge of legal frameworks relating to
if necessary working with children and young people (all)
• Identifying and minimising the potential for Core competences for work with children and young
harm people 4: Knowledge of, and ability to operate within,
professional and ethical guidelines (4.1, 4.2, 4.3, 4.4,
4.5, 4.6, 4.7, 4.8)
• Working in collaboration with other
professionals
Core competences for work with children and young
people 5: Knowledge of, and ability to work with, issues
• Legislation relating to capacity and informed of confidentiality, consent and capacity (all)
consent
Core competences for work with children and young
• Gaining consent from service users for people 8: Ability to work in a ‘culturally competent’
counselling interventions manner (8.1)20 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Statutory responsibilities of adults (e.g.
Subject area 2: parents/carers, school staff) to keep children
and young people safe from harm
Child protection and
safeguarding (1) • Relevant legislation and local policies and
procedures that underpin responses to child
protection concerns
Aims
• Appropriate recording of information.
This subject area aims to ensure that
participants are able to identify child protection Ethical and professional practice (see Subject
and safeguarding concerns and know how area 1)
to respond appropriately to such concerns,
Self-awareness in relation to the content of
in preparation for seeing younger clients in
this subject area
placement upon successful completion of the
introduction course.
For a more detailed breakdown of the competences
related to Subject area 2, please refer to the
Content following sections of the BACP Competences for
• Signs and symptoms of physical, emotional, humanistic counselling with children and young
people (4–18 years) :
sexual and verbal abuse
Core competences for work with children and young
• Signs and symptoms of bullying including people 3: Knowledge of legal frameworks relating to
physical, verbal, emotional, cyber-bullying working with children and young people (3.4)
• Signs and symptoms of neglect Core competences for work with children and young
people 7: Ability to recognise and respond to concerns
about child protection (7.1–7.10, 7.15)
• The effects of abuse, bullying and neglect
on a child/young person
• Risk factors associated with abuse and
neglect including parental, social and risk
factors associated with the individual child/
young person
• Protective factors
• Child protection principles applicable to
different settings
• Maintaining a child/young person-centred
approach to ensure a consistent focus on the
welfare of the child/young person and on
their feelings and viewpoints
• Responding to and reporting child protection
concerns/suspicions of risk to appropriate
internal and external partners/agencies21 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Development of resilience
Subject area 3: • Adopted or looked-after children/young
Child and adolescent people
development and • Engagement in the therapeutic relationship
transitions (1) and process
• Influence of the parent/carer on development
Aims
The aim of this subject area is to provide • Importance of play for all aspects of social,
participants with a rudimentary understanding cognitive and emotional development.
of child and adolescent development and
transitions, the ways these can impact on the Ethical and professional practice (see Subject
client and their presentation in counselling and area 1)
the implications for the therapeutic work.
Self-awareness in relation to the content of
this subject area
Content
• Child and adolescent development to include For a more detailed breakdown of the competences
physical, cognitive, social and emotional related to Subject area 3, please refer to the
development following sections of the BACP Competences for
Humanistic Counselling with Young People (4–18
years):
• Age-appropriate and problematic behaviours
Core competences for work with children and young
• Developmental stages, including physical, people 1: Knowledge of development in children
affective and interpersonal, cognitive, and young people and of family development and
language, social and psychosexual transitions (1.1, 1.2)
milestones
Core competences for work with children and young
people 10: Ability to communicate with children and/
• Implications of developmental stages for or young people of differing ages, developmental levels
therapeutic work and backgrounds (10i–ii, 10.1i–iii)
• Effects of developmental transitions on
children and young people
• Interaction between aspects of a child/young
person’s development and contextual factors
• Fundamentals of attachment theory and its
implications for: cognitive, emotional and
social development
• Development of relationships with parent/
carers, siblings and peers
• Development of emotional well-being, self-
regulation, mental health and mental health
problems22 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Using scaling
Subject area 4: • Engaging with children and young people
Communication with when a parent and/or carer is present
children and/or young • Neutrality in relation to problematic
people (1) behaviour.
Ethical and professional practice (see Subject
Aims area 1)
This subject area aims to provide participants
Self-awareness in relation to the content of
with knowledge of the different ways children/
this subject area
young people communicate and express
themselves depending on their age and
developmental stage. It also aims to enable For a more detailed breakdown of the competences
related to Subject area 4, please refer to the
participants to begin to develop, through
following sections of the BACP Competences for
practice with peers on the course, ways to humanistic counselling with children and young
communicate with, and engage children/ people (4–18 years):
young people clients of different ages and
developmental stages. Core competences for work with children and young
people 10: Ability to communicate with children and/
or young people of differing ages, developmental levels
Content and backgrounds (all)
• Children/young people’s ability to articulate
emotions and thoughts, and behavioural
communication
• Using developmentally and age-appropriate
language
• Engaging with the child/young person’s
perspective
• Language, attitudes, behaviours and interests
in relation to age and developmental stage
• Staying close to the child/young person’s
language, emotional state and developmental
capacities
• Making adjustments if the child/young
person is finding engagement difficult
• Using play materials and other creative
resources to aid engagement
• Value of child/young person-led rather than
adult-led play activity
• Using scaffolding communication23 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
Endings
Subject area 5: • Working collaboratively with children and/or
Beginnings and endings young people to identify when they may be
ready to end counselling
with children and/or
• Initiating and negotiating endings
young people
• Helping children and/or young people to
make effective use of the ending phase of
Aims counselling
The aim of this subject area is for participants
to attain the knowledge and skills required to • Reviewing children/young people’s progress
begin developing therapeutic contracts and in counselling
agreeing therapeutic goals with children and/or
young people in readiness for practice with this • Exploring with children and/or young people
age group. future counselling interventions and other
sources of support.
Content Ethical and professional practice (see Subject
Beginnings area 1)
• Agreeing the boundaries for therapeutic work Self-awareness in relation to the content of
with children and/or young people this subject area
• Explaining confidentiality and its limits to
For a more detailed breakdown of the competences
children and/or young people
related to Subject area 5, please refer to the
following sections of the BACP Competences for
• Explaining and agreeing how records will be humanistic counselling with children and young
kept people (4–18 years):
• Explaining complaints procedures Basic competences for humanistic counselling
with children and young people 2: Ability to initiate
therapeutic relationships (2.2, 2.3)
• Agreeing the timing and number of
counselling sessions Basic competences for humanistic counselling with
children and young people 3: Ability to maintain and
• Explaining what happens if the child/young develop therapeutic relationships (3.4)
person does not attend sessions
• How to draw on the initial assessment of a
child/young person and establish and agree a
therapeutic focus/goal(s) with a child/young
person24 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Awareness of the limitations of own expertise
Subject area 6: • Gaining support/advice from appropriate
Risk assessments (1) professionals
• How to identify and carry out onward referral
Aims if necessary.
The aim of this subject area is for course
participants to attain the necessary knowledge Ethical and professional practice (see Subject
and skills for carrying out risk assessments area 1)
when required.
Self-awareness in relation to the content of
this subject area
Content
• Local policies on confidentiality and For a more detailed breakdown of the competences
related to Subject area 6, please refer to the
information sharing following sections of the BACP Competences for
humanistic counselling with children and young
• Statutory responsibilities of adults to keep people (4–18 years):
children and young people safe
Assessment competences 3: Ability to conduct a risk
• Different forms of clinical risk routinely assessment (3.1, 3.2, 3.3, 3.4)
assessed in practice e.g. suicide, self-harm,
harm to others etc.
• Different types of risk, and protective factors
• The aims of risk assessment in terms of
improvement and prevention for the child/
young person
• Using risk assessment tools
• Different stages of risk assessment and by
whom these might be conducted
• Consideration of the child/young person’s
developmental age and ways in which this
affects their perception and understanding of
behaviours and risk25 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• The incidence and prevalence of mental
Subject area 7: health presentations across different
cultures, ethnicities and social classes
Mental health and children
and young people • Working within limits of competence
• How to identify and carry out onward referral
if necessary
Aims
The aim of this subject area is to provide Ethical and professional practice (see Subject
participants with an introduction into how area 1)
mental health difficulties can emerge and
present in children and/or young people. Self-awareness in relation to the content of
The subject area also aims to ensure that this subject area
participants understand their own limits of
competence and know when and how to make For a more detailed breakdown of the competences
an onward referral. related to Subject area 7, please refer to the
following sections of the BACP Competences for
humanistic counselling with children and young
Content people (4–18 years):
• How factors such as good physical health, Core competences for work with children and young
high self-esteem, secure attachments and people 2: Knowledge and understanding of mental
higher levels of social support promote health problems in children, young people and adults
wellbeing and emotional resilience (all)
• Ways in which mental health difficulties and
conditions emerge and present in children
and/or young people
• Social, psychological, family and biological
factors associated with the development and
maintenance of mental health problems
• Ways in which mental health problems can
impact on family functioning, maintaining
intimate family and social relationships, and/
or the capacity to maintain employment and/
or study26 BACP counselling children and young
people (4–18 years) training curriculum
Stage 1
• Managing tensions between the need to
Subject area 8: share information and the need for client
confidentiality
Working within the context
of the counselling setting • Working collaboratively in school contexts
• Accepting referrals and procedures for
onward referral
Aims
The aim of this subject area is to offer • Managing missed appointments.
participants an introduction to the different
organisational contexts in which counselling Working in voluntary and community settings
for children and young people takes place (e.g.
• Referral routes and cross-agency referral
primary schools, secondary schools, academies,
protocols
voluntary and community settings), and the
impact that different organisational contexts
• Alternative appropriate services and
can have on the counselling service. The
interventions
subject area also aims to prepare participants
for working collaboratively in effective
• Methods of collecting user feedback and
partnerships within organisational contexts.
service evaluation
Content • The differences between line management
and clinical supervision
• The impact of organisational ethos, culture,
structure, service remit/operational context • Working as part of a team
etc. on children and young people’s
counselling services • Working collaboratively and information
sharing in voluntary and community settings
• Organisational policies that govern the
delivery of counselling services, such as • Dealing with safeguarding issues in voluntary
confidentiality, personal data management, and community settings.
child protection and safeguarding
Ethical and professional practice (see Subject
• Organisational policies for monitoring,
area 1)
reviewing and evaluating the counselling
service.
Self-awareness in relation to the content of
this subject area
Working in schools
• Critical transition periods during children/ For a more detailed breakdown of the competences
young people’s school careers related to Subject area 8, please refer to the
following sections of the BACP Competences for
• The impact of the school context on children humanistic counselling with children and young
and young people’s counselling services people (4–18 years):
• Client confidentiality in school settings Working in an Organisational Context 1: Ability to
work within a school context (1.1i, ii, iii, 1.2iii, v, 1.3iii,
• Information sharing in school settings iv, vi, ix)
• Client autonomy in school settings Working in an Organisational Context 3: Ability to
work within a voluntary and community (‘third’) sector
context (3.1ia, ie, 3.2 (all), 3.3i, 3.4)
• Dealing with safeguarding issues in school
settingsYou can also read
