The processes involved in the training of counselors are given below:
1) Ability to explain the micro skills.
2) Demonstrate the skills involved in commencing the counselling process.
3) Evaluation of non verbal responses and minimal responses.
4) Demonstrate reflection of content, feeling.
5) Demostrate the appropriateness of both content and feeling in the counselling process.
6) Develop different questioning techniques.
7) Understand risks involved with some types of questioning.
8) Show how to use various micro-skills including summarising, confrontation, and reframing.
9) Demonstrate self destructive beliefs and show methods of challenging them, including normalising.
10) Explain how counselling a client can improve their psychological well-being through making choices, overcoming psychological blocks and facilitating actions.
11) Demonstrate effective ways of terminating a counselling session and to explain ways of addressing dependency.
As for the student trainees
1) They have to report on an observed counselling session, simulated or real.
2) Identify the learning methods available to the trainee counsellor.
3) Demonstrate difficulties that might arise when first learning and applying micro skills.
4) Identify why trainee counsellors might be unwilling to disclose personal problems during training.
5) Identify risks that can arise for trainee counsellors not willing to disclose personal problems.
6) Discuss different approaches to modelling, as a form of counselling .
7) Evaluate verbal and non verbal communication in an observed interview.
8) Identify the counsellor’s primary role (in a generic sense).
9) Show how to use minimal responses as an important means of listening with intent.
10) Explain the importance of different types of non verbal response in the counselling procedure.
11) Report on the discussion of a minor problem with an anonymous person which that problem relates to.
12) Identify an example of paraphrasing as a minimal response to reflect feelings.
13) Discuss the use of paraphrasing in counselling.
14) Differentiate catharsis from confused thoughts and feelings.
15) Identify an example of reflecting back both content (thought) and feeling in the same phrase.
16) Demonstrate/observe varying responses to a variety of closed questions in a simulated counselling situation.
17) Demonstrate/observe varying responses to a variety of open questions in a simulated counselling situation.
18) Compare student’s use of open and closed questions in a counselling situation.
19) Student should identify the main risks involved in asking too many questions.
20) Learn to explain the importance of avoiding questions beginning with ‘why’ in counselling.
21) Identify in observed communication (written or oral), the application of different micro skills which would be useful in counselling.
22) The student should demonstrate examples of when it would be appropriate for the counsellor to use confrontation.
23) List the chief elements of good confrontation and discuss appropriate use of confrontation, in case studies.
24) The student should show how reframing can be used to change a client’s perspective on things.
25) The student must develop a method for identifying the existence of self destructive beliefs (SDB’s) and identify self destructive beliefs (SDB’s) amongst individuals within a group. They should be able to explain the existence of self destructive beliefs in an individual. They should be able to list methods that can be used to challenge SDB’s.
26) Explain what is meant by normalising, in a case study. Be able to demonstrate precautions that should be observed when using normalising.
27) The student should be able to determine optional responses to different dilemmas and evaluate those optional responses to different dilemmas.
28) The student should develop the ability to explain how the ‘circle of awareness’ can be applied to assist a client, in a case study.
29) Explain why psychological blockages may arise, and demonstrate how a counsellor might help a client to overcome psychological blockages.
30) Describe the steps a counsellor would take a client through to reach a desired goal, in a case study.
31) The student should be able to identify inter dependency in observed relationships and explain why good time management is an important part of counseling.
32) The student should know the difference between terminating a session and terminating the counseling process and be able to compare the same.
33) Demonstrate dangers posed by client counsellor inter-dependency and explain how dependency can be addressed and potentially overcome. Also the student should explain any negative aspects of dependency in a case study.

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