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Humanistic Counselling

Your community, your University


Sunday Times and Times University Guide 2014

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The department
Our Psychology and Counselling This means that our Psychology and
Counselling programmes are designed so that
department will provide you theyre recognised by relevant professional
with high-quality education, bodies as signicant to employment needs.
Well provide you with a rich and satisfying
research and professional learning experience which incorporates
development related to the research and professional practice in well-
understanding and enhancement being in the everyday.

of everyday well-being. Our research centre (POWER) delivers high-


quality research centred on well-being in the
everyday and oers research-based insights
and interventions aimed at parents, carers,
public sector and industrial organisations, and
those working within them. We aim to
maintain a vibrant research and scholarship
culture which enhances the research of our
sta and supports research bids, papers and
publications that underpin teaching and
student recruitment.

Course options:
Certicate in Counselling
Diploma in Humanistic Counselling
BA (Hons) Humanistic Counselling

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The BA (Hons) Humanistic Counselling is
accredited by the BACP. Completion of the BA
(Hons) entitles practitioners to apply for individual
accreditation through the BACP training route if
they have satised other criteria for personal
accreditation. From September 2014, we will be
teaching the new, approved and updated 'gold
book' cirriculum.

We have been rated 100% for student satisfaction


for three years running, and in 2012, 80% of our
graduates are working as counsellors.
For entry during the 2014/15 academic year, our
part-time fees are 4260.00 per year and students
may be eligible for the tuition fee element of the
Student Loan (see pages 18-21).

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Counselling courses
and our philosophy
Our Certicate, Diploma and This means that we subscribe to a
number of core principles when teaching
BA programmes are Counselling which will benet your
organised within a learning experience.
framework of Humanistic These principles include:
psychology. people have inherent worth, deserve
respect and their subjective
experiences are the primary value.
people have an innate tendency
towards growth, change and realising
their individual potentials.
people are naturally creative and
unique.
we consider that all aspects of the
human experience have the potential
to be a resource.
we aim to create an environment
which facilitates hope, possibility,
autonomy, resilience and
personal/professional transformation.
we seek a way of being that ensures
relational depth in the here and now.
we embrace the diverse range of
humanistic therapeutic approaches
that are based on these philosophies.

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Humanistic Counselling
(Diploma/BA Hons)

This course oers qualications The BA (Hons) Humanistic Counselling is


accredited by the BACP and has been
that will prepare you to practice approved to start teaching the new Gold
counselling in a variety of Book curriculum in 2014-15.
contexts and oers Those who complete their studies at Diploma
qualications that equip level may also apply for individual
counsellors to practice in a accreditation with the BACP, once the
necessary practice requirements are
variety of contexts. completed.

All courses combine Humanistic theory with


professional and ethical practice and are
grounded in Humanistic values; these values
t todays working conditions. Youll be given
the opportunity to explore how, as a
Humanistic practitioner, you can contribute to
the contemporary and growing eld of
counselling and psychotherapy.

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Diploma in Humanistic Humanistic Frameworks
Counselling modules: The aim of Humanistic Frameworks is to
enable understanding of the major
Skills One: Counselling Skills Humanistic theoretical approaches to
counselling. The module will familiarise you
This module will introduce you to the PCEPS with the diversity within Humanistic
scale (V.10.5, 01/03/11) Part One as both a counselling and enable you to recognise the
Humanistic skills leaning and assessment tool. similarities of Humanistic philosophies along
Youll be introduced to setting the therapeutic with the dierences in counselling techniques.
frame with clients, establishing the working Above all, youll explore the core features of
alliance and working in the clients frame of Humanistic psychology which underpins the
reference. Youll practice and be assessed in variety of models and techniques used by
using reection skills to follow the clients Humanistic practitioners. Youll explore
track, showing an understanding of the clients factors which may be part of the counselling
core experience of meaning and attuning to process, such as: the potential power
the clients ow moment by moment in the dynamics and assumptions about counselling
session (PC1-3). Youll also be introduced to issues, culture, race, gender, disability, sexuality
PC4-9 in this module. and age. Eurocentric and ethnocentric views
of the world will be explored. Client diversity
Skills Two: Counselling Skills with and the impact of power and identity in
Ethics relation to the counselling relationship will also
be considered. Essentially, your ability to link
This module will continue to familiarise you theory with contemporary practice and to
with the PCEPS Scale (V.10.5, 01/03/11) critically examine Humanistic theory as a
introducing PC10 on learning to oer clients model of human growth and development
choice and autonomy. Youll practise and be will be enhanced. There will also be a
assessed in PC1-6 with a specic focus on consideration of diversity in relation to clients
PC4-6; counsellor warmth, clarity of language and the consideration of the impact of power
which communicates simply and clearly to the and identity in relation to the counselling
client and therapists responses which intend relationship.
to direct the clients content. This module also
demonstrates the need to raise awareness of Human Development
ethical issues within the diversity of
challenging counselling situations. Youll be Seeing as developmental psychology involves
introduced to an ethical problem solving the study of growth and maturation in
model and also explore the signicance of cognitive, personality and social processes, the
counsellor condentiality, professional aim heres to introduce you to basic theory in
boundaries, contracting, risk assessment and childhood, adolescence and lifespan
counsellors limits of competence. Finally, youll development. The module aims to provide a
explore eective ways of ending a session critical understanding of the ways in which
with clients. Familiarity with BACPs Ethical behaviour is inuenced by developmental
Framework for Good Practice in Counselling factors, the nature of developmental
and Psychotherapy will underpin this module. processes, and the ways in which empirical
research can inform an understanding of how

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developmental processes inuence our attitude conveying an unconditional
actions. acceptance of whatever the client brings and
therapist responses which genuinely convey
Personal and Professional their moment-to-moment experiencing with
Development (P.P.D) Group One the client. This module also further develops
your professional and ethical awareness,
This module runs throughout the academic exploring physical contact with clients,
year. The overall aim of this module is to counsellor self-disclosure, client outcomes,
provide a reective and creative space within the process of therapy, maintaining the
the context of a group that has no xed therapeutic relationship, relationships in
agenda and is based on Humanistic Principles. therapy, working with therapeutic obstacles
Working with the group, youll have the and outcome measures. We will address
opportunity to increase your self-awareness issues of diversity along with the importance
and how you function in a group through the of working positively with clients of a diverse
experiential group process. A focus of the background.
group process is to develop knowledge of
who you are and how do you relate in the P.P.D Group Two
group process in the here and now? The
facilitator will follow a Humanistic approach This module continues to provide a reective
and work towards developing sensitive and creative space within the context of a
interjections when necessary. These will group that has no xed agenda and is based
illustrate ways to set and develop a safe group on Humanistic principles. The focus is still on
process. Youll have the opportunity to developing your self-awareness of personal
explore dierence in the group, with the communication patterns, and an appreciation
realisation that members can, and often do, of dierence is further developed as your
perceive the same events dierently. The group members take risks as and when they
phenomenological approach to understanding feel ready, to share thoughts and feelings that
dierence and individual world views is a key are dierent to others. Safety of the group
concept throughout the module. allows for discussion, exploration and dialogue
about dierence, enhancing further
understanding about oneself and others. This
Skills Three: Understanding the happens in a group culture and climate of
Therapeutic Process and Ethical curiosity, acceptance, understanding and
awareness authenticity. It is through learning to trust and
accept other group members and their views
This module gives you an opportunity to that members learn to trust and accept
revise and consolidate your growing familiarity themselves and in doing so share more of
and expertise in applying the Humanistic their concerns and anxieties, further
attitudes and skills PC1-10 from the PCEPS contributing to the cohesiveness and trust in
Scale (V.10.5, 01/03/11) Part One. Youll the group.
practise and be assessed in PC 1-9 with a
specic focus on PC 7-9; therapist accepting
presence, therapists attitude conveying an
unconditional accepting presence, therapists

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Skills Four: Counselling Skills in Client Issues
Context
This module will introduce you to both
This module aims to consolidate all of your research methods and also seven key client
learning from previous skills modules and to issues. Youll have input on research
encourage your continuing self-awareness and methodology regarding searching for
reexivity in your casework. Well provide literature relevant to specic client issues.
opportunities for you to present and receive There will be a mixture of tutor and student
peer feedback on your counselling work. This presentations on the range of client issues. All
will increase your professional and ethical presentations will inform you about the range
attitude to your role as Humanistic of resources available on the client issues, the
Counsellors in the changing contemporary key useful theory, an exploration of the
world of counselling, and will also enable you phenomenological perspective of what it
to connect your deepening theoretical might be like for individuals having this client
knowledge to your practise. Well explore the issue and a focus on how Humanistic
range of pathology and mental well-being that Counsellors work with this issue including
you may see in your clients, ending what might be appropriate contracts and
therapeutic relationships, counsellor response formulations for such clients.
to diversity in clients and professionalism in
private practice. Youll also practise and be
assessed in PC 1-10 with a specic focus on
PC10, the extent to which the therapist
projects a sense of dominance or authority in
the session with the client.

Supervision

This module aims to enable understanding of


the purpose and place of supervision in the
counselling profession. It will familiarise you
with the diversity within supervisory practice
and enable you to recognise the
characteristics of eective supervision.
Together, well explore factors which may be
part of the supervision process, including the
potential power dynamics and assumptions
about culture, race, gender, disability, sexuality
and age. The practical aim is to enhance your
ability to acquire maximum benet from your
own supervision and to raise your awareness,
as a developing counsellor, of its importance.

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We welcome all applicants Entry requirements

with the following Typical Oer (Individual oers may vary):


qualications: History (BA Hons)
A levels: ABB BBC
Access: Pass with 15 level 3 credits worth of
units at Merit
International Baccalaureate: 30 points
Politics and Contemporary History
A levels: ABB BBC
Access: Pass with 15 level 3 credits worth of
units at Merit
International Baccalaureate: 30 points
Politics
TBC

Alternatively, for either course successful


completion 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.uk
The Complete University Guide 2014

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BA (Hons) in Humanistic practitioners who can respond exibly to
patient/client needs. Ultimately, youll be able
Counselling Modules on: to assess your own practice and professional
development needs in order to increase your
Diversity in Society employment opportunities within
contemporary psychological services.
This module aims to expose the ways in
which social/economic factors aect mental Three Specialist Humanistic
health in diverse populations in society. The Therapy Modules:
roots of prejudice will be examined alongside Expressive Arts Therapy
how issues, such as dierence and Person- Centred Therapy
discrimination, can be experienced as a result. Brief Therapy
Ethnocentric and Eurocentric perspectives
will be considered. The module will explore These modules oer you the opportunity to
how prejudice can be counteracted through explore the specialist Humanistic approach in
policies and projects aimed at equality of depth and to extend your learning beyond
provision of psychological services in health generic Humanistic practice. These modules
and social services. Youll be encouraged to allow you to immerse yourself in the specialist
explore your own prejudices through a Humanistic approach which expresses the
phenomenological approach, which builds on philosophy that we can only allow our clients
theories explored in the Developmental to go deeper into their processes if we are
Psychology module. Youll also be encouraged willing to go deeper into our own. The
to reect on issues of equality in relation to modules require openness on behalf of the
your professional practice as a counsellor. students as you will be encouraged to reect
in depth on your developing understanding of
Critical Thinking in Humanistic yourself as a congruent Humanistic
Counselling practitioner and on the ways that this
particular approach may, or may not, be
The aim here is to consolidate Humanistic synthesised into your developing way of
theory by placing contemporary Humanistic working. The modules, which draw on the
counselling in its historical context; critically specialist knowledge of the sta team, oer a
examining the variety of approaches that are mixture of theory, skills and experiential
contained within the Humanistic paradigm. In learning that will deepen your understanding
learning about the other mainstream of these approaches both personally and
frameworks of counselling and psychotherapy professionally.
prevalent in Britain today, youll be able to
draw comparisons between Humanistic P.P.D Group Three
practice, psychodynamic practice and CBT.
This will allow you to creatively analyse This module runs throughout the academic
similarities and dierences in views of human year. As qualied counsellors youll have
nature as well as approaches to counselling already developed some skills in self-
and psychotherapy. Well help you to evaluate awareness. The overall aim of this module is
integrative models of counselling and exibility to deepen those skills using the group as the
of approach in contemporary society, in which milieu for this process. The focus of self-
health and social services seek to commission reection will be how do I experience myself

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and relate with others within the group? Two P.P.D. Group Four
particular themes are oered for further
exploration; how do issues of authority and This module runs throughout the year and, as
intimacy inuence my experience. The group in year three, the overall aim of this module is
provides a reective and creative space for to deepen your self-awareness and
this exploration and has no xed agenda. The communication skills through the experience
focus is on the here and now experience. of the group. Within this nal year there is an
Youll have the opportunity to identify your opportunity for you to create an intimate
responses by examining your thoughts, portrait of self from the understandings
feelings and physical senses. You can then use developed over the whole life of the group
this information to further explore and and course. The self-portrait described in the
analyse your experience, identifying any assignment will include reections on newly
patterns of behaviour in your reactions. The developed aspects of self as well as growing
group is a vehicle for understanding how edges.
relationship dynamics impact on us and
change us. Case Study (Research Dissertation)

Professional Counselling Practice The dissertation module will give you the
opportunity to apply knowledge and
This module provides you with an competencies gained in other modules to an
opportunity to review and clarify many of the individual case study from your current
practice issues raised in diploma-level training, professional practice. This must be based on
giving you a chance to continue to develop at least 10 sessions and must incorporate
your ethical and professional awareness, ethics, diversity and anti-oppressive practice.
referring to your current counselling A variety of methodological approaches to
experience and supervision. Youll explore professional counselling research, in the form
further aspects of professionalism and an of reective practice, will be introduced.
appreciation of diversity and power issues in Research skills necessary for a heuristic
the therapeutic relationship, along with more phenomenological reexive approach to case
detailed examination of using the Clinical study as well as EBP will be developed via
Outcome in Routine Evaluation (CORE) seminars and tutorials. The dissertation will
method, currently forwarded as a tool for demand high level analytical, innovative work
evidence based practice by many NHS and and an ability to organise and sustain
employee assistance programmes. Youll have independent study.
an opportunity to review and clarify your
Humanistic values and beliefs in relation to
professionalism, assessment, outcome
measures and contemporary developments in
the world of counselling. Youll be informed
about aspects of client medication, clients at
risk, referrals, diverse work contexts and post
qualifying development.

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Counselling Skills
(Certificate)

Our Certicate course provides Our part-time course in Counselling Skills


provides high-quality Humanistic training. The
an excellent foundation in the Certicate in Counselling Skills is a free-
theory and use of counselling standing course with two modules: Phase
One and Phase Two.
skills. Theres an opportunity, if
desired, to apply for progression Each module is worth 15 credits and, to
onto either the BA (Hons) enhance the quality of learning, the course
oers a high sta-to-student ratio. Both
Humanistic Counselling or the phases combine Humanistic theory, values
Diploma in Humanistic and ethical practice in relation to counselling
skills used in one-to-one, face-to-face
Counselling on completion of situations and in wider social contexts at
the Certicate. work, in the community and in personal
relationships.

Weve also found that personal development


is a signicant by-product of doing the
Certicate course. Counselling is rapidly
growing as a profession and is increasingly
valued in private practice, education,
medicine, the well-being industry and many
work places.

Indicative Course Content: Phase


One
Philosophy of Humanistic Practice
Carl Rogers Core Conditions
Acceptance
Empathy
Genuineness
The Relationship
Presence
Eective Listening
Non-verbal and Para-verbal
Communication

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Paraphrase and Reection
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: Phase


Two
Exercises to Continue Self-awareness
Resistance and Reluctance I did the Certicate in Counselling
Immediacy Skills course to further my skills in my
Defence Mechanisms role as a community midwife, and
Challenges (Self and Others) also with a view to a career change to
Johari Window counselling in the future. The skills
Appreciation of Dierence that I have learnt on the course are
Creative Arts in Communication benecial both in my professional and
Hierarchy of Human Needs personal life. It has been an amazing
Group Process and Dynamics learning curve in self development.
Practise in Small Groups
Peer Assessment of Taped Interaction Katharine Masters,
Core Conditions of Humanistic Practice Certicate in Counselling Skills
Accentuated
Feedback

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Fees and nance
If you are a Humanistic You can apply for a BACP bursary but the
deadline for applications is usually in July
Counselling student on the before the start of the academic year. It may
Degree or Diploma course, be worth applying for a bursary from the
BACP for your second year. Application forms
limited funds are oered as and information about eligibility criteria are
bursaries to students on posted online in March. Please see the BACP
accredited counselling courses website for details: www.bacp.co.uk

by the British Association for


Counselling and Psychotherapy
(BACP). What you really need to
know about loans when
considering counselling
I would love to train as a counsellor,
but
With the high fees it sounds like a
huge loan to be taking on at my age
I would never be able to pay it back
and
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 so
that is great for part-time workers
You can take re-payment breaks on
loans for student funding taken out
So your dream can come true!!

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Funding for part-time students You cannot normally hold a qualication
at the same or higher level than the one
Studying part-time for a higher education
for which you intend to study and be
qualication could boost your career
eligible for funding.
prospects and allow you to earn while you
You must study a minimum of 25% of the
learn.
full-time equivalent course load each year
Government loans are available to eligible for the duration of your course to be
English students studying in the UK to cover eligible for funding.
the cost of part-time tuition fees. See if you If you are normally resident in Scotland,
qualify by visiting Wales or Northern Ireland, dierent
www.direct.gov.uk/studentnance arrangements apply to the money you
can get to pay for part-time higher
Whatever your age or personal education study.
circumstances, you could achieve your If youre a student from an EU country
potential by studying part-time for a higher other than the UK, studying part time at
education qualication. If you are eligible for an English university, you may be eligible
a Tuition Fee Loan you do not need the for a Tuition Fee Loan.
money in the bank to be able to study, and
you will not have to repay until you are in
well-paid employment. Higher education
qualications include Certicates or
Diplomas in Higher Education, Foundation
degrees, Honours degrees, Higher National
Diplomas (HNDs) and Higher National
Certicates (HNCs).
New students, and most continuing
students who started their course on or
after 1 September 2012, can apply for a
government loan to cover their part-time
tuition fees.
If you are eligible, you can borrow up to
6,750 per year to cover your tuition
fees.
Previous higher education study may limit
your eligibility for funding. Funding is
focussed on helping undergraduate
students.

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Repayment Separate arrangements exist if you are
You only start to repay your Tuition Fee self-employed or if you move overseas.
Loan from the April four years after your You can pay back all or some of your loan
course started - or the April after you leave at any time. There is no charge for early
your studies, whichever is sooner - and then repayment.
only if you earn over 21,000. If you do not
Interest
complete your studies, you will be liable to
Interest on your Tuition Fee Loan will be
start to repay your Tuition Fee Loan from
charged at ination (the Retail Price Index,
the April after you leave your course. You
RPI) plus 3% while you are studying and up
will only repay if you earn over 21,000.
until the April you are due to start repaying.
For administrative reasons related to the From the April you are due to start
introduction of the new student nance repaying, if you are earning 21,000 or
system, no-one will be required to repay less, interest will be applied at the rate of
earlier than April 2016. ination (RPI).
Your monthly repayment will be based on
Those who are earning between 21,000
how much you earn, not how much you
and 41,000 will be charged interest on a
borrowed.
sliding scale up to a maximum of ination
You will repay 9p for every pound you
(RPI) plus 3%.
earn over the 21,000 repayment
threshold. So if your salary is 25,000 a Those who are earning above 41,000
year, you will repay nine per cent of will be charged interest at the rate of
4,000, which works out as 30 a month. ination (RPI) plus 3%.
The repayment process is simple. If you
are employed, repayments are deducted
automatically from your pay packet
through the tax system.
If for any reason your income falls below
21,000 your repayments will
automatically stop, although this may not
be immediate.

Example of salaries and typical repayment amounts:

Salary Amount of salary from which Monthly repayment


9% 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

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Employer Support
You may want to consider talking to your
employer about what help they can oer to
support you in your studies. Some
employers make a nancial contribution to
the tuition costs of a part-time higher
education qualication. Others may oer
you study leave, or exible working
arrangements. Employers can pay all or part
of your part-time tuition fees upfront. You
can then apply for the amount of loan you
require to make up the balance. Employers
cannot take out a Tuition Fee Loan on your
behalf.

Other help and support


The Disabled Students Allowances provide
extra nancial help to disabled students
studying on a part-time basis who require
additional support to study. These
allowances are paid in addition to the
standard student nance package and do not
have to be repaid. Part-time students do not
qualify for extra nancial help such as the
Childcare Grant, Parents Learning
Allowance or Adult Dependants Grant.
You dont have to pay back bursaries or
scholarships. If your household income is no
more than 25,000 per year you may get
help through the new National Scholarship
Programme. You apply direct to your
university for money from the National
Scholarship Programme once you have got
an oer of a place. Contact the University of
Chichester to nd out if you are eligible and
how to apply.
If you are on a lower income and struggling
nancially, you may be eligible for additional
nancial support towards your fees from the
Additional Fee Support Scheme (AFSS),
administered by the Student Money Advice
Service at the University.

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Sta Proles

Holly Connolly years experience of working within the


Coordinator of Counselling Programmes. education sector. Carol has a keen interest in
BA; MA PGCE; Adv.Dip.Counselling; Jungian studies and works with dreams as well
Adv.Cert. NCFE Diploma in Life Coaching; as a variety of creative therapies.
Psycho-Sexual Counselling; (NLP) Trainer; Her MA in Psychotherapy research focused on
UK Council for Psychotherapy (UKCP) the creative arts in palliative care and was a
registered Neurolinguistic Psychotherapy and heuristic autoethnographic study.
Counselling Association (NLPtCA)
accredited psychotherapist; Diploma in Gerry ORiordan
Integrative Supervision Senior Lecturer in Humanistic Counselling
Hollys been teaching in higher education, Gerry ORiordan BA (Hons), MA, Dip
further education and adult education for over (Integrative Arts Psychotherapy) is a qualied
20 years and brings an eective combination of psychotherapist, working within the Humanistic
theoretical clarity and practical application to all tradition. As well as lecturing at University of
of her work. She has a successful private Chichester, hes a tutor and course coordinator
practice in Bognor Regis and nds that Neuro- at the Institute for Arts in Therapy and
linguistic Programming (NLP) oers a creative, Education in Islington, London. Having spent
powerful and eective way of working with many years working with people with
clients to achieve Humanistic goals. Hollys disabilities and their respective carers, hes also
particularly excited by the process of a consultant trainer within the voluntary and
developing creative approaches to both independent sector. His experience of living in
supervision and therapeutic interventions. She international communities among people with
also works as a supervisor for a local learning disabilities has given him a special
counselling organisation. interest in group dynamics. He has a private
counselling practice in Chichester and his other
Carol Lloyd main interest is the relationship between
Senior Lecturer in Humanistic Counselling spirituality, creativity and psychotherapy.
and Childhood studies
A creative arts psychotherapist working from a David Taylor-Jones
humanistic and transpersonal perspective, Senior Lecturer in Humanistic Counselling
Carol has a deeply rooted belief in the creative David has an MA Counselling Studies,
life as the way into the soul. Carol's a UKCP Postgraduate Diploma in Counselling, PGCE/
and UK Association for Humanistic Psychology PCE. MBACP accredited and UKRC registered
Practitioners (UKAHPP) accredited Independent Counsellor David also runs a
psychotherapeutic counsellor with a small person-centred private counselling practice in
private practice in Worthing. Alongside her 15 Brighton. Hes particularly interested in the
year counselling vocation, Carol has over 20 eectiveness of counsellor education and is

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currently working on a doctoral study looking Sin Jones
at students experiences of power dynamics on Associate Lecturer
counselling training courses. Having worked in Integrative Arts Psychotherapist Sin has over
the elds of addictions, bereavement and ten years experience of working
schools counselling, hes also an experienced therapeutically with adults, children and young
group facilitator. people. Shes worked as a therapist in primary
schools, secondary schools and a young
Liz Shelley peoples centre. Sin also set up and managed
Associate Lecturer a counselling service for parents and carers as
Liz Shelley (MSc) is an accredited part of a multi-disciplinary family services
Psychotherapist Counsellor (UKAHPP, UKCP). team. She now has a private practice in
She has diplomas in: Therapeutic Counselling Worthing and has designed and facilitated
Supervision, Counselling and Humanistic training workshops and therapeutic groups
Psychology. Liz is also a certied hakomi both locally and internationally.
therapist; hakomi is mindfulness-based
psychotherapy training. Counsellor, Supervisor, James Sweeney
Group Facilitator and Hakomi Therapist Liz has Associate Lecturer
her own practice. She has specialist experience BACP accredited Therapist, accredited
of eating disorders and has worked for over 10 Transactional Analysis Practitioner and
years in the NHS as a therapist in specialist European Transactional Analysis Association
clinic. (EATA) member James worked for several
years, with adults and children, as a
Patrick Hunter bereavement counsellor for Cruse
Associate Lecturer Bereavement Care. After qualifying in 2005,
MBACP accredited Patrick qualied in 2002 James started a private practice in
and has worked since then in private practice Crowborough and Rothereld. James also
in Brighton and Crawley and, more recently, works in primary care through NHS GP
Fittleworth. He holds a keen interest in the practices and with 11-18 year olds as a school
personal development potential of expressive, counsellor. Having completed a masters in
experiential group work and the powerful 2008, research is of particular interest to James
nature of encountering self in relation to whos currently a member of the Research
others. As well as working in private practice, Committee of the Institute of Transactional
Patrick has experience of working as a Analysis.
counsellor/ psychotherapist and group work
facilitator within a GP practice, an NHS Trust
Mental Health Service and a drug and alcohol
rehabilitation family service.

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Find out more
Contact: 01243 816002
Email: admissions@chi.ac.uk
Web: www.chi.ac.uk/counselling

Please recycle after use www.chi.ac.uk/counselling