Humanistic Counselling

Your community, your University

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Sunday Times and Times University Guide 2014

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The department

Our Psychology and Counsellingdepartment will provide youwith high-quality education,research and professionaldevelopment related to theunderstanding and enhancementof everyday well-being.

This means that our Psychology andCounselling programmes are designed so thatthey’re recognised by relevant professionalbodies as significant to employment needs.We’ll provide you with a rich and satisfyinglearning experience which incorporatesresearch and professional practice in ‘well-being in the everyday’.

Our research centre (POWER) delivers high-quality research centred on ‘well-being in theeveryday’ and offers research-based insightsand interventions aimed at parents, carers,public sector and industrial organisations, andthose working within them. We aim tomaintain a vibrant research and scholarshipculture which enhances the research of ourstaff and supports research bids, papers andpublications that underpin teaching andstudent recruitment.

Course options: • Certificate in Counselling• Diploma in Humanistic Counselling• BA (Hons) Humanistic Counselling

The BA (Hons) Humanistic Counselling isaccredited by the BACP. Completion of the BA(Hons) entitles practitioners to apply for individualaccreditation through the BACP training route ifthey have satisfied other criteria for personalaccreditation. From September 2014, we will beteaching the new, approved and updated 'goldbook' cirriculum.

We have been rated 100% for student satisfactionfor three years running, and in 2012, 80% of ourgraduates are working as counsellors.

For entry during the 2014/15 academic year, ourpart-time fees are £4260.00 per year and studentsmay be eligible for the tuition fee element of theStudent Loan (see pages 18-21).

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Counselling courses and our philosophy

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Our Certificate, Diploma andBA programmes areorganised within aframework of Humanisticpsychology.

This means that we subscribe to anumber of core principles when teachingCounselling which will benefit yourlearning experience.

These principles include: • people have inherent worth, deserve

respect and their subjectiveexperiences are the primary value.

• people have an innate tendencytowards growth, change and realisingtheir individual potentials.

• people are naturally creative andunique.

• we consider that all aspects of thehuman experience have the potentialto be a resource.

• we aim to create an environmentwhich facilitates hope, possibility,autonomy, resilience andpersonal/professional transformation.

• we seek a way of being that ensuresrelational depth in the here and now.

• we embrace the diverse range ofhumanistic therapeutic approachesthat are based on these philosophies.

Humanistic Counselling(Diploma/BA Hons)

This course offers qualificationsthat will prepare you to practicecounselling in a variety ofcontexts and offersqualifications that equipcounsellors to practice in avariety of contexts.

The BA (Hons) Humanistic Counselling isaccredited by the BACP and has beenapproved to start teaching the new GoldBook curriculum in 2014-15.

Those who complete their studies at Diplomalevel may also apply for individualaccreditation with the BACP, once thenecessary practice requirements arecompleted.

All courses combine Humanistic theory withprofessional and ethical practice and aregrounded in Humanistic values; these valuesfit today’s working conditions. You’ll be giventhe opportunity to explore how, as aHumanistic practitioner, you can contribute tothe contemporary and growing field ofcounselling and psychotherapy.

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Diploma in HumanisticCounselling modules:

Skills One: Counselling Skills

This module will introduce you to the PCEPSscale (V.10.5, 01/03/11) Part One as both aHumanistic skills leaning and assessment tool.You’ll be introduced to setting the therapeuticframe with clients, establishing the workingalliance and working in the client’s frame ofreference. You’ll practice and be assessed inusing reflection skills to follow the client’strack, showing an understanding of the client’score experience of meaning and attuning tothe client’s flow moment by moment in thesession (PC1-3). You’ll also be introduced toPC4-9 in this module.

Skills Two: Counselling Skills withEthics

This module will continue to familiarise youwith the PCEPS Scale (V.10.5, 01/03/11)introducing PC10 on learning to offer client’schoice and autonomy. You’ll practise and beassessed in PC1-6 with a specific focus onPC4-6; counsellor warmth, clarity of languagewhich communicates simply and clearly to theclient and therapist’s responses which intendto direct the client’s content. This module alsodemonstrates the need to raise awareness ofethical issues within the diversity ofchallenging counselling situations. You’ll beintroduced to an ethical problem solvingmodel and also explore the significance ofcounsellor confidentiality, professionalboundaries, contracting, risk assessment andcounsellor’s limits of competence. Finally, you’llexplore effective ways of ending a sessionwith clients. Familiarity with BACP’s EthicalFramework for Good Practice in Counsellingand Psychotherapy will underpin this module.

Humanistic Frameworks

The aim of Humanistic Frameworks is toenable understanding of the majorHumanistic theoretical approaches tocounselling. The module will familiarise youwith the diversity within Humanisticcounselling and enable you to recognise thesimilarities of Humanistic philosophies alongwith the differences in counselling techniques.Above all, you’ll explore the core features ofHumanistic psychology which underpins thevariety of models and techniques used byHumanistic practitioners. You’ll explorefactors which may be part of the counsellingprocess, such as: the potential powerdynamics and assumptions about counsellingissues, culture, race, gender, disability, sexualityand age. Eurocentric and ethnocentric viewsof the world will be explored. Client diversityand the impact of power and identity inrelation to the counselling relationship will alsobe considered. Essentially, your ability to linktheory with contemporary practice and tocritically examine Humanistic theory as amodel of human growth and developmentwill be enhanced. There will also be aconsideration of diversity in relation to clientsand the consideration of the impact of powerand identity in relation to the counsellingrelationship.

Human Development

Seeing as developmental psychology involvesthe study of growth and maturation incognitive, personality and social processes, theaim here’s to introduce you to basic theory inchildhood, adolescence and lifespandevelopment. The module aims to provide acritical understanding of the ways in whichbehaviour is influenced by developmentalfactors, the nature of developmentalprocesses, and the ways in which empiricalresearch can inform an understanding of how

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developmental processes influence ouractions.

Personal and ProfessionalDevelopment (P.P.D) Group One

This module runs throughout the academicyear. The overall aim of this module is toprovide a reflective and creative space withinthe context of a group that has no fixedagenda and is based on Humanistic Principles.Working with the group, you’ll have theopportunity to increase your self-awarenessand how you function in a group through theexperiential group process. A focus of thegroup process is to develop knowledge ofwho you are and how do you relate in thegroup process in the here and now? Thefacilitator will follow a Humanistic approachand work towards developing sensitiveinterjections when necessary. These willillustrate ways to set and develop a safe groupprocess. You’ll have the opportunity toexplore difference in the group, with therealisation that members can, and often do,perceive the same events differently. Thephenomenological approach to understandingdifference and individual world views is a keyconcept throughout the module.

Skills Three: Understanding theTherapeutic Process and Ethicalawareness

This module gives you an opportunity torevise and consolidate your growing familiarityand expertise in applying the Humanisticattitudes and skills PC1-10 from the PCEPSScale (V.10.5, 01/03/11) Part One. You’llpractise and be assessed in PC 1-9 with aspecific focus on PC 7-9; therapist acceptingpresence, therapist’s attitude conveying anunconditional accepting presence, therapist’s

attitude conveying an unconditionalacceptance of whatever the client brings andtherapist responses which genuinely conveytheir moment-to-moment experiencing withthe client. This module also further developsyour professional and ethical awareness,exploring physical contact with clients,counsellor self-disclosure, client outcomes,the process of therapy, maintaining thetherapeutic relationship, relationships intherapy, working with therapeutic obstaclesand outcome measures. We will addressissues of diversity along with the importanceof working positively with clients of a diversebackground.

P.P.D Group Two

This module continues to provide a reflectiveand creative space within the context of agroup that has no fixed agenda and is basedon Humanistic principles. The focus is still ondeveloping your self-awareness of personalcommunication patterns, and an appreciationof difference is further developed as yourgroup members take risks as and when theyfeel ready, to share thoughts and feelings thatare different to others. Safety of the groupallows for discussion, exploration and dialogueabout difference, enhancing furtherunderstanding about oneself and others. Thishappens in a group culture and climate ofcuriosity, acceptance, understanding andauthenticity. It is through learning to trust andaccept other group members and their viewsthat members learn to trust and acceptthemselves and in doing so share more oftheir concerns and anxieties, furthercontributing to the cohesiveness and trust inthe group.

Skills Four: Counselling Skills inContext

This module aims to consolidate all of yourlearning from previous skills modules and toencourage your continuing self-awareness andreflexivity in your casework. We’ll provideopportunities for you to present and receivepeer feedback on your counselling work. Thiswill increase your professional and ethicalattitude to your role as HumanisticCounsellors in the changing contemporaryworld of counselling, and will also enable youto connect your deepening theoreticalknowledge to your practise. We’ll explore therange of pathology and mental well-being thatyou may see in your clients, endingtherapeutic relationships, counsellor responseto diversity in clients and professionalism inprivate practice. You’ll also practise and beassessed in PC 1-10 with a specific focus onPC10, the extent to which the therapistprojects a sense of dominance or authority inthe session with the client.

Supervision

This module aims to enable understanding ofthe purpose and place of supervision in thecounselling profession. It will familiarise youwith the diversity within supervisory practiceand enable you to recognise thecharacteristics of effective supervision.Together, we’ll explore factors which may bepart of the supervision process, including thepotential power dynamics and assumptionsabout culture, race, gender, disability, sexualityand age. The practical aim is to enhance yourability to acquire maximum benefit from yourown supervision and to raise your awareness,as a developing counsellor, of its importance.

Client Issues

This module will introduce you to bothresearch methods and also seven key clientissues. You’ll have input on researchmethodology regarding searching forliterature relevant to specific client issues.There will be a mixture of tutor and studentpresentations on the range of client issues. Allpresentations will inform you about the rangeof resources available on the client issues, thekey useful theory, an exploration of thephenomenological perspective of what itmight be like for individuals having this clientissue and a focus on how HumanisticCounsellors work with this issue includingwhat might be appropriate contracts andformulations for such clients.

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We welcome all applicantswith the followingqualifications:

Entry requirements

Typical Offer (Individual offers may vary):

History (BA Hons)A levels: ABB – BBCAccess: Pass with 15 level 3 credits worth ofunits at MeritInternational Baccalaureate: 30 points

Politics and Contemporary HistoryA levels: ABB – BBCAccess: Pass with 15 level 3 credits worth ofunits at MeritInternational Baccalaureate: 30 points

PoliticsTBC

Alternatively, for either course – successfulcompletion of the mature student non-standard entry process.

For this pathway, please apply directly to:• Dr Hugo Frey, Head of Department,

Email: h.frey@chi.ac.ukThe Complete University Guide 2014

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BA (Hons) in HumanisticCounselling Modules on:

Diversity in Society

This module aims to expose the ways inwhich social/economic factors affect mentalhealth in diverse populations in society. Theroots of prejudice will be examined alongsidehow issues, such as difference anddiscrimination, can be experienced as a result.Ethnocentric and Eurocentric perspectiveswill be considered. The module will explorehow prejudice can be counteracted throughpolicies and projects aimed at equality ofprovision of psychological services in healthand social services. You’ll be encouraged toexplore your own prejudices through aphenomenological approach, which builds ontheories explored in the DevelopmentalPsychology module. You’ll also be encouragedto reflect on issues of equality in relation toyour professional practice as a counsellor.

Critical Thinking in HumanisticCounselling

The aim here is to consolidate Humanistictheory by placing contemporary Humanisticcounselling in its historical context; criticallyexamining the variety of approaches that arecontained within the Humanistic paradigm. Inlearning about the other mainstreamframeworks of counselling and psychotherapyprevalent in Britain today, you’ll be able todraw comparisons between Humanisticpractice, psychodynamic practice and CBT.This will allow you to creatively analysesimilarities and differences in views of humannature as well as approaches to counsellingand psychotherapy. We’ll help you to evaluateintegrative models of counselling and flexibilityof approach in contemporary society, in whichhealth and social services seek to commission

practitioners who can respond flexibly topatient/client needs. Ultimately, you’ll be ableto assess your own practice and professionaldevelopment needs in order to increase youremployment opportunities withincontemporary psychological services.

Three Specialist HumanisticTherapy Modules:• Expressive Arts Therapy• Person- Centred Therapy• Brief Therapy

These modules offer you the opportunity toexplore the specialist Humanistic approach indepth and to extend your learning beyondgeneric Humanistic practice. These modulesallow you to immerse yourself in the specialistHumanistic approach which expresses thephilosophy that we can only allow our clientsto go deeper into their processes if we arewilling to go deeper into our own. Themodules require openness on behalf of thestudents as you will be encouraged to reflectin depth on your developing understanding ofyourself as a congruent Humanisticpractitioner and on the ways that thisparticular approach may, or may not, besynthesised into your developing way ofworking. The modules, which draw on thespecialist knowledge of the staff team, offer amixture of theory, skills and experientiallearning that will deepen your understandingof these approaches both personally andprofessionally.

P.P.D Group Three

This module runs throughout the academicyear. As qualified counsellors you’ll havealready developed some skills in self-awareness. The overall aim of this module isto deepen those skills using the group as themilieu for this process. The focus of self-reflection will be ‘how do I experience myself

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and relate with others within the group?’ Twoparticular themes are offered for furtherexploration; ‘how do issues of authority andintimacy influence my experience’. The groupprovides a reflective and creative space forthis exploration and has no fixed agenda. Thefocus is on the ‘here and now’ experience.You’ll have the opportunity to identify yourresponses by examining your thoughts,feelings and physical senses. You can then usethis information to further explore andanalyse your experience, identifying anypatterns of behaviour in your reactions. Thegroup is a vehicle for understanding howrelationship dynamics impact on us andchange us.

Professional Counselling Practice

This module provides you with anopportunity to review and clarify many of thepractice issues raised in diploma-level training,giving you a chance to continue to developyour ethical and professional awareness,referring to your current counsellingexperience and supervision. You’ll explorefurther aspects of professionalism and anappreciation of diversity and power issues inthe therapeutic relationship, along with moredetailed examination of using the ClinicalOutcome in Routine Evaluation (CORE)method, currently forwarded as a tool forevidence based practice by many NHS andemployee assistance programmes. You’ll havean opportunity to review and clarify yourHumanistic values and beliefs in relation toprofessionalism, assessment, outcomemeasures and contemporary developments inthe world of counselling. You’ll be informedabout aspects of client medication, clients atrisk, referrals, diverse work contexts and postqualifying development.

P.P.D. Group Four

This module runs throughout the year and, asin year three, the overall aim of this module isto deepen your self-awareness andcommunication skills through the experienceof the group. Within this final year there is anopportunity for you to create an intimateportrait of self from the understandingsdeveloped over the whole life of the groupand course. The self-portrait described in theassignment will include reflections on newlydeveloped aspects of self as well as growingedges.

Case Study (Research Dissertation)

The dissertation module will give you theopportunity to apply knowledge andcompetencies gained in other modules to anindividual case study from your currentprofessional practice. This must be based onat least 10 sessions and must incorporateethics, diversity and anti-oppressive practice.A variety of methodological approaches toprofessional counselling research, in the formof reflective practice, will be introduced.Research skills necessary for a heuristicphenomenological reflexive approach to casestudy as well as EBP will be developed viaseminars and tutorials. The dissertation willdemand high level analytical, innovative workand an ability to organise and sustainindependent study.

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Counselling Skills(Certificate)

Our Certificate course providesan excellent foundation in thetheory and use of counsellingskills. There’s an opportunity, ifdesired, to apply for progressiononto either the BA (Hons)Humanistic Counselling or theDiploma in HumanisticCounselling on completion ofthe Certificate.

Our part-time course in Counselling Skillsprovides high-quality Humanistic training. TheCertificate in Counselling Skills is a free-standing course with two modules: PhaseOne and Phase Two.

Each module is worth 15 credits and, toenhance the quality of learning, the courseoffers a high staff-to-student ratio. Bothphases combine Humanistic theory, valuesand ethical practice in relation to counsellingskills used in one-to-one, face-to-facesituations and in wider social contexts atwork, in the community and in personalrelationships.

We’ve also found that personal developmentis a significant by-product of doing theCertificate course. Counselling is rapidlygrowing as a profession and is increasinglyvalued in private practice, education,medicine, the well-being industry and manywork places.

Indicative Course Content: PhaseOne• Philosophy of Humanistic Practice• Carl Rogers Core Conditions

– Acceptance– Empathy– Genuineness

• The Relationship• Presence• Effective Listening• Non-verbal and Para-verbal

Communication

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• Paraphrase and Reflection• Questions• Creative Arts in Communication• Introduction to Transactional Analysis• Introduction to Transference• Loss and Change• Perceptions and Attitudes Towards Diverse

Cultural Forms• Practice of Skills

Indicative Course Content: PhaseTwo• Exercises to Continue Self-awareness• Resistance and Reluctance• Immediacy• Defence Mechanisms• Challenges (Self and Others)• Johari Window• Appreciation of Difference• Creative Arts in Communication• Hierarchy of Human Needs• Group Process and Dynamics• Practise in Small Groups• Peer Assessment of Taped Interaction• Core Conditions of Humanistic Practice

Accentuated• Feedback

“I did the Certificate in CounsellingSkills course to further my skills in myrole as a community midwife, andalso with a view to a career change tocounselling in the future. The skillsthat I have learnt on the course arebeneficial both in my professional andpersonal life. It has been an amazinglearning curve in self development.”

Katharine Masters, Certificate in Counselling Skills

Fees and finance

If you are a HumanisticCounselling student on theDegree or Diploma course,limited funds are offered asbursaries to students onaccredited counselling coursesby the British Association forCounselling and Psychotherapy(BACP).

You can apply for a BACP bursary but thedeadline for applications is usually in Julybefore the start of the academic year. It maybe worth applying for a bursary from theBACP for your second year. Application formsand information about eligibility criteria areposted online in March. Please see the BACPwebsite for details: www.bacp.co.uk

What you really need toknow about loans whenconsidering counselling“I would love to train as a counsellor, but …• With the high fees it sounds like ahuge loan to be taking on at my age

• I would never be able to pay it backand

• I can forget paying into a pension!”

Well no, that is not correct• You will only pay the loan back when

you earn above £21,000 a year sothat is great for part-time workers

• You can take re-payment breaks onloans for student funding taken out

So your dream can come true!!

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Funding for part-time students

Studying part-time for a higher educationqualification could boost your careerprospects and allow you to earn while youlearn.

Government loans are available to eligibleEnglish students studying in the UK to coverthe cost of part-time tuition fees. See if youqualify by visitingwww.direct.gov.uk/studentfinance

Whatever your age or personalcircumstances, you could achieve yourpotential by studying part-time for a highereducation qualification. If you are eligible fora Tuition Fee Loan you do not need themoney in the bank to be able to study, andyou will not have to repay until you are inwell-paid employment. Higher educationqualifications include Certificates orDiplomas in Higher Education, Foundationdegrees, Honours degrees, Higher NationalDiplomas (HNDs) and Higher NationalCertificates (HNCs).

• New students, and most continuingstudents who started their course on orafter 1 September 2012, can apply for agovernment loan to cover their part-timetuition fees.

• If you are eligible, you can borrow up to£6,750 per year to cover your tuitionfees.

• Previous higher education study may limityour eligibility for funding. Funding isfocussed on helping undergraduatestudents.

• You cannot normally hold a qualificationat the same or higher level than the onefor which you intend to study and beeligible for funding.

• You must study a minimum of 25% of thefull-time equivalent course load each yearfor the duration of your course to beeligible for funding.

• If you are normally resident in Scotland,Wales or Northern Ireland, differentarrangements apply to the money youcan get to pay for part-time highereducation study.

• If you’re a student from an EU countryother than the UK, studying part time atan English university, you may be eligiblefor a Tuition Fee Loan.

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RepaymentYou only start to repay your Tuition FeeLoan from the April four years after yourcourse started - or the April after you leaveyour studies, whichever is sooner - and thenonly if you earn over £21,000. If you do notcomplete your studies, you will be liable tostart to repay your Tuition Fee Loan fromthe April after you leave your course. Youwill only repay if you earn over £21,000.

• For administrative reasons related to theintroduction of the new student financesystem, no-one will be required to repayearlier than April 2016.

• Your monthly repayment will be based onhow much you earn, not how much youborrowed.

• You will repay 9p for every pound youearn over the £21,000 repaymentthreshold. So if your salary is £25,000 ayear, you will repay nine per cent of£4,000, which works out as £30 a month.

• The repayment process is simple. If youare employed, repayments are deductedautomatically from your pay packetthrough the tax system. If for any reason your income falls below£21,000 your repayments willautomatically stop, although this may notbe immediate.

• Separate arrangements exist if you areself-employed or if you move overseas.

• You can pay back all or some of your loanat any time. There is no charge for earlyrepayment.

InterestInterest on your Tuition Fee Loan will becharged at inflation (the Retail Price Index,RPI) plus 3% while you are studying and upuntil the April you are due to start repaying.

• From the April you are due to startrepaying, if you are earning £21,000 orless, interest will be applied at the rate ofinflation (RPI).

• Those who are earning between £21,000and £41,000 will be charged interest on asliding scale up to a maximum of inflation(RPI) plus 3%.

• Those who are earning above £41,000will be charged interest at the rate ofinflation (RPI) plus 3%.

Salary Amount of salary from which Monthly repayment9% will be deducted

£21,000 £0 £0.00 (salary below threshold)£23,000 £2,000 £15.00£25,000 £4,000 £30.00£30,000 £9,000 £67.50£35,000 £14,000 £105.00£40,000 £19,000 £142.50

Example of salaries and typical repayment amounts:

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Employer SupportYou may want to consider talking to youremployer about what help they can offer tosupport you in your studies. Someemployers make a financial contribution tothe tuition costs of a part-time highereducation qualification. Others may offeryou study leave, or flexible workingarrangements. Employers can pay all or partof your part-time tuition fees upfront. Youcan then apply for the amount of loan yourequire to make up the balance. Employerscannot take out a Tuition Fee Loan on yourbehalf.

Other help and support The Disabled Students’ Allowances provideextra financial help to disabled studentsstudying on a part-time basis who requireadditional support to study. Theseallowances are paid in addition to thestandard student finance package and do nothave to be repaid. Part-time students do notqualify for extra financial help such as theChildcare Grant, Parents’ LearningAllowance or Adult Dependant’s Grant.You don’t have to pay back bursaries orscholarships. If your household income is nomore than £25,000 per year you may gethelp through the new National ScholarshipProgramme. You apply direct to youruniversity for money from the NationalScholarship Programme once you have gotan offer of a place. Contact the University ofChichester to find out if you are eligible andhow to apply.

If you are on a lower income and strugglingfinancially, you may be eligible for additionalfinancial support towards your fees from theAdditional Fee Support Scheme (AFSS),administered by the Student Money AdviceService at the University.

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Staff Profiles

Holly ConnollyCoordinator of Counselling Programmes.BA; MA PGCE; Adv.Dip.Counselling;Adv.Cert. NCFE Diploma in Life Coaching;Psycho-Sexual Counselling; (NLP) Trainer;UK Council for Psychotherapy (UKCP)registered Neurolinguistic Psychotherapy andCounselling Association (NLPtCA)accredited psychotherapist; Diploma inIntegrative SupervisionHolly’s been teaching in higher education,further education and adult education for over20 years and brings an effective combination oftheoretical clarity and practical application to allof her work. She has a successful privatepractice in Bognor Regis and finds that Neuro-linguistic Programming (NLP) offers a creative,powerful and effective way of working withclients to achieve Humanistic goals. Holly’sparticularly excited by the process ofdeveloping creative approaches to bothsupervision and therapeutic interventions. Shealso works as a supervisor for a localcounselling organisation.

Carol LloydSenior Lecturer in Humanistic Counsellingand Childhood studies A creative arts psychotherapist working from ahumanistic and transpersonal perspective,Carol has a deeply rooted belief in the creativelife as the way into the soul. Carol's a UKCPand UK Association for Humanistic PsychologyPractitioners (UKAHPP) accreditedpsychotherapeutic counsellor with a smallprivate practice in Worthing. Alongside her 15year counselling vocation, Carol has over 20

years’ experience of working within theeducation sector. Carol has a keen interest inJungian studies and works with dreams as wellas a variety of creative therapies. Her MA in Psychotherapy research focused onthe creative arts in palliative care and was aheuristic autoethnographic study.

Gerry O’RiordanSenior Lecturer in Humanistic CounsellingGerry O’Riordan – BA (Hons), MA, Dip(Integrative Arts Psychotherapy) – is a qualifiedpsychotherapist, working within the Humanistictradition. As well as lecturing at University ofChichester, he’s a tutor and course coordinatorat the Institute for Arts in Therapy andEducation in Islington, London. Having spentmany years working with people withdisabilities and their respective carers, he’s alsoa consultant trainer within the voluntary andindependent sector. His experience of living ininternational communities among people withlearning disabilities has given him a specialinterest in group dynamics. He has a privatecounselling practice in Chichester and his othermain interest is the relationship betweenspirituality, creativity and psychotherapy.

David Taylor-JonesSenior Lecturer in Humanistic CounsellingDavid has an MA Counselling Studies,Postgraduate Diploma in Counselling, PGCE/PCE. MBACP accredited and UKRC registeredIndependent Counsellor David also runs aperson-centred private counselling practice inBrighton. He’s particularly interested in theeffectiveness of counsellor education and is

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currently working on a doctoral study lookingat students’ experiences of power dynamics oncounselling training courses. Having worked inthe fields of addictions, bereavement andschools counselling, he’s also an experiencedgroup facilitator.

Liz ShelleyAssociate LecturerLiz Shelley (MSc) is an accreditedPsychotherapist Counsellor (UKAHPP, UKCP).She has diplomas in: Therapeutic CounsellingSupervision, Counselling and HumanisticPsychology. Liz is also a certified hakomitherapist; hakomi is mindfulness-basedpsychotherapy training. Counsellor, Supervisor,Group Facilitator and Hakomi Therapist Liz hasher own practice. She has specialist experienceof eating disorders and has worked for over 10years in the NHS as a therapist in specialistclinic.

Patrick HunterAssociate Lecturer MBACP accredited Patrick qualified in 2002and has worked since then in private practicein Brighton and Crawley and, more recently,Fittleworth. He holds a keen interest in thepersonal development potential of expressive,experiential group work and the powerfulnature of encountering self in relation toothers. As well as working in private practice,Patrick has experience of working as acounsellor/ psychotherapist and group workfacilitator within a GP practice, an NHS TrustMental Health Service and a drug and alcoholrehabilitation family service.

Siân Jones Associate LecturerIntegrative Arts Psychotherapist Siân has overten years’ experience of workingtherapeutically with adults, children and youngpeople. She’s worked as a therapist in primaryschools, secondary schools and a youngpeople’s centre. Siân also set up and manageda counselling service for parents and carers aspart of a multi-disciplinary family servicesteam. She now has a private practice inWorthing and has designed and facilitatedtraining workshops and therapeutic groupsboth locally and internationally.

James SweeneyAssociate LecturerBACP accredited Therapist, accreditedTransactional Analysis Practitioner andEuropean Transactional Analysis Association(EATA) member James worked for severalyears, with adults and children, as abereavement counsellor for CruseBereavement Care. After qualifying in 2005,James started a private practice inCrowborough and Rotherfield. James alsoworks in primary care through NHS GPpractices and with 11-18 year olds as a schoolcounsellor. Having completed a master’s in2008, research is of particular interest to Jameswho’s currently a member of the ResearchCommittee of the Institute of TransactionalAnalysis.

Find out moreContact: 01243 816002Email: admissions@chi.ac.ukWeb: www.chi.ac.uk/counselling

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