Professional Counselling for

Adolescents Course

The KEW Training Academy

Professional Counselling for Adolescents Course
 Copyright
Copyright © 2016 by: The KEW Training Academy
Cover and internal design ©2016 The KEW Training Academy

All rights reserved. No part of this course may be reproduced in any form or by any electronic or
mechanical means including information storage and retrieval systems – except in the case of
brief quotations in articles or reviews – without the permission in writing from its publisher, The
KEW Training Academy.

All brand names and product names used in this course are trademarks, registered trademarks, or
trade names of their respective holders. We are not associated with any product or vendor in this
course.
 Table of Contents
Contents
Professional Counselling for Adolescents Course .......................................................................... 1
The KEW Training Academy ..................................................................................................... 1
Professional Counselling for Adolescents Course ...................................................................... 2
Copyright ........................................................................................................................................ 3
Table of Contents ............................................................................................................................ 4
Introduction ..................................................................................................................................... 5
Module One .................................................................................................................................... 6
Challenges Faced by Adolescents ............................................................................................... 6
Module One .................................................................................................................................. 13
Self-Assessment Tasks.............................................................................................................. 13
Module Two .................................................................................................................................. 14
Childhood Influences ................................................................................................................ 14
Module Two .................................................................................................................................. 19
Self-Assessment Task ............................................................................................................... 19
Module Three ................................................................................................................................ 20
The Family Unit ........................................................................................................................ 20
Module Three ................................................................................................................................ 27
Self-Assessment Tasks.............................................................................................................. 27
Module Four.................................................................................................................................. 28
Mental Health Issues ................................................................................................................. 28
Module Four.................................................................................................................................. 35
Self-Assessment Tasks.............................................................................................................. 35
Module Five .................................................................................................................................. 36
Effective Counselling................................................................................................................ 36
Module Five .................................................................................................................................. 48
Self-Assessment Task ............................................................................................................... 48
Final Assessment .......................................................................................................................... 49
About............................................................................................................................................. 51
Additional Courses........................................................................................................................ 52
Professional Counselling for Adolescents Course ........................................................................ 57
 Introduction

Thank you for purchasing this professional course on counselling for adolescents. It is designed
as an add-on to an existing counselling qualification because it specifically targets the ethos of
the adolescent age-range exploring the difficulties and issues that arise so you are able to help
them develop and progress in life.

If you are not a qualified counsellor currently, we strongly recommend you also take our generic
qualification as this will enable you to gain a far greater understanding of the skills required so to
have a successful counselling practice. In addition, you will be able to reach a great many more
people as a result.

This course is divided into a series of modules, all with self-assessment tasks which should be
completed but not sent to The KEW Training Academy. These tasks are to test your
understanding of the course only. At the end of this course, there is a Final Assessment, please
do take your time with this and complete in full. If you pass your assessment, you will be
awarded a professional diploma.

If you are ready, turn to the opening module.

 Module One
Challenges Faced by Adolescents

Many professional counsellors specialise in helping adolescents on their developmental path as

this is an age group which experiences a wide array of complex issues making this a challenging
and yet, rewarding arena to work in. Other counsellors take a general approach and choose to
have clients of all ages. It’s entirely up to you to choose the route that is right for you.

It’s true to say that some counsellors find the adolescent age range quite difficult to work with
and, can become a little discouraged by the results achieved. It is always worth remembering that
although some clients will be testing, it can be an exciting career choice, providing the right
approach is utilised.

Whether you plan to take the broader counselling approach in terms of clients or choose to
specialise, it is important to understand this particular group of people if you plan to help them
effectively. Your aim will be to create synchrony between the client experiences and your own
counselling processes, thereby, creating rapport and a beneficial therapeutic relationship.
Within this course, we consider adolescents to be the stage between childhood and adulthood.
This is a difficult stage of development with many transitions. Understandably, there has to be a
progression from dependency towards independence with less emphasis on being part of the
family group striving to gain all the necessary skills to be able to make it to adulthood.

Typically, within Western society, there is a gradual transformation from being childlike
metamorphosing into the adult stage and these changes are dependent on both culture and family
life. Indeed, some of your clients will have progressed through the adolescent stage far more
quickly than others avoiding many common issues but, they may hit stumbling blocks later. If
you cast your mind back to your adolescent stage, you may remember the challenges all too well
and in fact, if you can do so, this can be useful as you start to counsel young clients. After all,
there’s no doubt that adolescents present a variety of challenges which include psychological and
social changes as well as physiological and biological changes. If you can touch base with your
own experiences, your connection with them will be on a deeper level.

There are many reasons as to why an individual becomes unable to deal with any of the
developmental stages successfully and you have to entertain the possibility of emotional,
psychological or even behavioural consequences. This is the type of thing that you will be
dealing with.

Biological challenges

We all know that puberty can be an incredibly difficult time and it refers in biological terms, to
the time when girls begin menstruation and boys experience their first ejaculations. Both of these
events will trigger the start of deep physical changes which will be experienced differently for
each person. There will always be those individuals who experience a delay in puberty and those
who experience it before everyone else. Those who are at the extreme ends, may suffer
consequences which will include their feeling a little awkward around others and may even
impact their self-confidence. Biological changes also signify physiological changes including
emotions and sexual changes.
Physiological changes

There are many physiological changes during adolescence including:

Height,
Strength
Weight
Sexual development
Appearance

The development between boys and girls are of course documented but the difficulties are
experienced at varying levels and time-spans as they occur over a period of time and at different
ages. Naturally, with change, often comes embarrassment, feelings of self-consciousness, feeling
awkward and even out of sync with their closest friends. There is often a great deal of anxiety at
this stage too where young people begin to notice these changes in others and start to worry
about their own development.

Sexual changes

There are many changes during puberty as the production of sexual hormones start and there will
be an increase in desire and sexual arousal. Adolescents are confronted with the prospect of
suddenly having to understand the feelings that surge through them and they need to also find
their sexual identity along with having to make decisions in respect of relationships.

You will find that during the early stages of adolescence, young people will form close
friendships with individuals of the same sex, usually because they find the connection to be more
secure. In actual fact, this can be seen as a part of the process of their moving away from being
dependent on others, but some of your clients will have experimented with others of the same
sex. Then there will be those who manage their sexual feelings through either fantasy or
masturbation.
During late adolescence, many young people progress towards heterosexual relationships but,
others who begin to explore their sexual orientation may discover that they are actually attracted
to those of the same sex and this can become an anxious time for them. Indeed, you may have
young clients who come to talk about this, unable to express these feelings to others. Some
individuals will find it difficult to progress through the early stages of adolescence and this
occurs if they are unable to separate their sexuality from that of their parents.

Emotional changes

With the increase in sexual hormones, there’s no mistaking that hormones will impact the
individual’s emotional state but, we cannot just cite hormones as being fully responsible for
fluctuating mood changes. Additional changes within their social parameters may also play a role
including: beliefs, attitudes, relationships or self-perception. Adolescence is a worrying time
because there are so many changes occurring all at the same time so understandably, a great
many will need guidance and support.

Cognitive

We focus a great deal on the biological changes that take place but it is worth noting that there
are also changes on a cognitive level. Adolescents start to think about issues in connection with
relationships and they have to develop ways of processing the information, in time, this leads on
to their being able to think in a creative and critical sense. They may be challenged in respect of
their cognitive skills as they learn how to use them. Confidence starts to increase as they start to
use these new skills.

Those who have progressed towards the latter stages of adolescence are often better equipped to
deal with ethical and complex social issues, this is linked to intelligence as well as to increased
levels of intellectual functioning. Young people start to develop the ability to think logically and
can therefore start to apply logical thinking to the decision making process. As such, they can
gather information, draw tentative conclusions and are able to evaluate accordingly. This can be
a technique that is also taught and may form part of your role as a counsellor.
While critical thinking is certainly important, adolescents also need to learn to think creatively
and this includes flexibility and originality while considering various potential solutions.
Metaphor tends to work quite well within a counselling session as during the adolescent stage,
your young clients are likely to have developed the skills to think in this way.

Psychological challenges

There is no doubt that cognitive biological changes also impact psychological functioning. This
occurs in the following ways:

Identity

Many young people struggle to form their own identities and if they are not able to do so, you
will see those with psychological impairment. They must be able to define their personal identity
and to understand self.

Functions of identity include:

The framework for understanding who they are on an individual level

Comprehending both the meaning and the direction as a result of commitment,
understanding their values and their goals.
Gaining a greater sense of personal control while utilising free will
Establishing consistency, coherence and to strive for balance.
Comprehension of future possibilities and alternative choices

On this journey of self-discovery, adolescents have to learn how to adjust experiences gained
while being able to take the flexible approach to any biological, cognitive or psychological
changes. Understandably, this can be a great cause of anxiety for them and some will not be able
to accommodate change in this way. These developmental stages are often characterised by
emotional reactivity. There is no doubt that many adolescents struggle to find the control over
their behavioural responses and at times these can be inappropriate. Mood swings may be
common including high levels of excitability, sadness, embarrassment, anger or even depression.
Individuals may struggle to cope with their heightened emotions, feel ashamed of themselves or
even disgusted but may, as a result, develop defence mechanisms and you may see evidence of
denial.

Career potential

This is another area of stress. This requires the adolescent to explore potential work options so to
identify their career position ready for when they leave school. These feelings of stress will occur
during their secondary school years but in addition, you may see young people who are
struggling to find their place within society. This coincides with their personal search to fight for
their identity. Socialisation enhances their sense of identity. During this stage of life, the
individual can feel pressured by the expectation of friends, society generally and their parents.

Parental expectations

No parent is given a rulebook for raising their children so understanding what is realistic or even
normal is a difficult one. There will be expectations placed upon their children, sometimes
through their own lack of achievement or because they have exceeded all expectations
themselves. This will vary from parent to parent and will be tested throughout the adolescent
stage. Adolescents often test the resolve of their parents but in counselling terms, we often find
that these actions are not particularly problematic, in fact, it is how parents respond that is
important. It’s easy for the parent to respond negatively and this could lead toward antisocial
behaviour.

As a counsellor, you will often see problems that impact the whole family and therefore, often
the whole family need to be counselled. There is no doubt that the family provides the most
effective foundations for instilling and promoting values during adolescence but parents may
need help. It is certainly of the utmost importance that the adolescents are able to have a positive
relationship with their parents but this is not easy to achieve. Sometimes, the gap between the
parents and the offspring can widen substantially.
Usually, around the age of 14, children start to detach from their parents. In some cases, this
could be as part of family dysfunction, but it is also a normal process. In respect of gender, girls
spend more time with their families than do boys of the same age. Girls are also likely to be more
open about any anxieties or concerns and talk to their parents as opposed boys who would find
this more difficult.
 Module One
Self-Assessment Tasks

Task:

List some of the physiological changes in puberty

Task:

Hormones are the sole cause of fluctuating moods. True or False

Task:

How might parental expectations affect a young person?

Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with KEW Training Academy.
 Module Two
Childhood Influences

Although within your counselling practice, you are likely to be very focused on what is
happening in the present time, there is no doubt that some of the difficulties experienced by your
adolescent clients will be as a direct link to their early childhood experiences. While there may
be a multitude of other factors, including external or environmental stresses, past memories and
experiences will certainly have an impact.

Within this module, we will look at the potential for any unresolved issues formed during
childhood and these include:

Unhelpful or negative parental behaviour

Abuse
Trauma
Genetic
Attachment problems
Educational experiences
Early attachment problems

When we use the term attachment, we talk of a child that seeks closeness - usually with the
mother so to ease any internal tensions. In 1969, Psychoanalyst John Bowlby felt that attachment
i.e. an affectionate bond played a vital role for survival and therefore, provided the secure
foundations in life on which the child could then explore and develop in the world. You will note
that some children will not have had the opportunity to form these secure attachments possibly
because the parents were either abusive or neglectful. In addition, if a child or parent has spent
time in hospital, this can widen the bond between them in the same way that children who have
lost their parents through accident or war etc. will have difficulties forming secure attachments.
In the latter, these are children who will most likely develop an attachment disorder and this can
be quite severe.

Those children who had developed secure attachments in childhood were less likely to
experience stressful events or stresses during the college years. They were more likely to achieve
greater academic results and, to have higher self-image. Any adolescents who had a less than
healthy attachment as a child, were more likely to develop eating disorders, to have earlier sexual
activity, poor self-image or display at-risk behaviours. Therefore, as a counsellor, you need to be
aware of this when working with adolescents who may demonstrate difficult behaviours as these
could partially be caused through having less than strong attachment relationships formed during
those important childhood years.

Environment in childhood

The child’s environment will shape the child’s views throughout life and gives them greater
abilities or fewer abilities to cope with challenges in life. Parents certainly need to address any
unacceptable behaviours that develop in their children and to guide their children towards
socially appropriate behaviour. Without this, there are likely to be severe consequences. Anti-
social behaviours will often begin during those early childhood years and although these
behaviours i.e. arguing etc. may seem unimportant, unless they are addressed by their parents,
they will continue to develop right through childhood and into adulthood. Certainly some parents
are likely to be poor role models because they engage in anti-social behaviour themselves.

Abuse

Within your role, you are likely to see children who have been abused and they will demonstrate
psychological or emotional consequences as a result. It will certainly create the potential for
difficult behaviours including:

Emotional abuse
Physical abuse
Sexual abuse
Neglect

Sexual abuse

Any child that has experienced sexual abuse is more than likely to demonstrate behavioural
problems later on. They may also develop depression and feelings of anxiety. There have been
many studies into the long-term effects of sexual abuse during childhood and the results suggest
that in addition to depression and anxiety, there may be intimacy issues with others. It can lead
toward suicidal attempts too.

Where boys have been sexually abused, there are more emotional behavioural problems and a
greater tendency for them to attempt suicide than females who have experienced similar.
Research indicates that there could be gender differences in how people respond to these
situations. Any young female who has been sexually abused, will often feel a sense of disgust
about themselves, they may begin to hate their sexuality and feel inferior. This can lead onto
negative thoughts about how they look including their weight, shape or size. Many young people
who have admitted that they were sexually abused will have poor body image. Eating disorders
are also common.
It is common for children of sexual abuse to have been abused by someone that they know and
should be able to trust. This behaviour and ill-treatment will often continue right through into the
adolescent stage.

There is often sexual abuse between a stepfather and a stepdaughter, and the most serious type of
sexual abuse is that between a father and a daughter. As a result, the daughter is often
manipulated into faulty-thinking patterns and will believe that the abuse is actually her fault.

In addition, there is a great deal of secrecy and threats in case she talks to anyone about the
abuse. This girl may withdraw socially or even run away. Later on, this individual may stay
away from school, indulge in promiscuous behaviour and is likely to have a great deal of
difficulty maintaining loving relationships. Sexual abuse in children can also be linked to severe
mental health problems. Any traumatic sexual abuse that occurred may result in disassociated
symptoms and this is where the child will have learned to mentally step back from the actions i.e.
disassociation. This is a means of survival.

PTSD

There has been a great deal of research on PTSD (Post-Traumatic Stress Disorder) in respect of
adults rather than on the effects of children. But research does indicate that the traumatic events
and subsequent symptoms bear a resemblance to those experienced in adults. Sadly, one of the
most common types of traumas experienced by children in today’s society is that of domestic
violence.

Children are often traumatised by witnessing any violence i.e. parents being violent to each other
or to other children and are likely to suffer from post-traumatic stress as a result. This can create
disassociated flashback episodes -and this is where they constantly find themselves back in that
situation as if it is actually recurring. There are likely to be triggers that spark off these memories
and the individual often starts to feel numb as a way of disassociating with the actual trauma.
Sadly, those children who have been abused may well go on to become violent or to abuse
others.
Grief

Although it may appear that some children cope extremely well with loss in their life, it is true to
say that children and adolescents are often traumatised by the loss of someone close to them.
This isn’t just through death, feelings of abandonment and rejection can occur as well as the loss
of a parent through divorce. If a loss is experienced by a child, the whole grieving process may
continue right through adolescents and will therefore impact any emotional state and subsequent
behaviours.

It is so important for people of all ages to grieve in a productive way but, young people must be
able to work through the whole grieving process otherwise their development in life is likely to
be impaired by their grief. Young people who have suffered the loss of a very close friend i.e.
perhaps one who has committed suicide are far more likely to experience severe depressive bouts
later on. In fact, they may also develop the risk of suicide. Understandably, those children or
young adults who suffer the loss of a parent will often experience disbelief and intense shock as
well as the sense of loss. Higher levels of anger, irritability and sleep disturbances are likely
symptoms.

School

Because children spend much of their time at school, it’s important that the experience is a
positive one rather than negative. It has long been noted that those children who experience peer
pressure or who are unpopular or bullied are likely to have both short and long-term side-effects
as a result. For other children, it is not peer pressures that are the main problem but, academic
pressures. Consider those children who may be really struggling. They may eventually go on to
have a diagnosis of learning disability, a mental health concern or even intellectual impairment.
This means that they are unable to fit into the education system and can be treated badly by those
around them as a result. Labels can be difficult to overcome.

In addition to the above, we should also keep in mind any genetic defects.
 Module Two
Self-Assessment Task

Task:

How can PTSD affect a child?

Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with KEW Training Academy.
 Module Three
The Family Unit

We have established that adolescence is certainly a time for change on an internal and external
level. As part of this counselling course, we must also look at the environments in which
adolescents move. Stress can seemingly come from all angles. Failing academic credits, parental
divorce and hormonal changes all impact the young individual making it hard for them to
identify the stressors or to deal with them.

There is a great deal of pressure when it comes to dealing with unexpected events. Some, will be
naturally resilient and have productive coping mechanisms but there will be other adolescents
who have difficulty in doing so.

Consider the following:

Educational environment
Family environment
 Work environment
Fluctuating relationships
Sexual issues
Unemployment pressures
Economic pressures

It is impossible for adolescents to avoid being exposed to these types of environments and there
are necessary transitional methods required to help them progress from childhood status into
adulthood. With this in mind, the family unit must be a source of great strength but if not, this
can cause considerable amount of issues for the young person.

Issues can include:

Parenting style
Parent/child relationship
Functioning style
Separation and divorce
Parental alcohol or substance abuse
Domestic violence
Cultural issues
Blended family issues

Problems occur because an adolescent has absolutely no control over these types of factors.
These behaviours must be learned and during the counselling sessions, you must take into
consideration the type of environment that they are in.

The family structure for each individual will vary. Some families have very clear and defined
roles, other families may have free and easier roles that they wish their offspring to follow and
some family environments are either overprotective or disengaged. Within all of these variations,
there may be problems for the adolescent. Irrespective of the family environment, the changes
expected and transitions throughout adolescence will cause difficulties. Those who transition
successfully from childhood through to adulthood, will have had a supportive and productive
family environment. Equal measures of warmth and love and an acceptance of and respect for
differences and needs is crucial.

A great many families will not have this balanced approach, communication may be poor, there
may be a low tolerance of behaviours and where there is conflict, resolution is notably absent. As
such, any young individual subjected to these types of family environments, will find their
progression through the transitions far more difficult.

Style

Although often the cause of frustration, it is true to say that young people will have few options
when it comes to changing their family environment. In a perfect world, parenting style should
be flexible and intuitive, as problems occur when the same style is set to maintain in a rigid sense
throughout the transition towards adulthood. Often there is confrontation and stress levels and
conflict increase.

Ideally, parents need to provide their offspring with plenty of opportunities to change while still
maintaining parental control. This is a hard line to walk. Research certainly indicates that those
adolescents with high self-esteem and competence will usually have parents that maintain a
supportive stance, have developed interactive communications and utilise fair and yet constant
discipline.

Communication within the family unit is all-important. Those parents who are able to
communicate with their children and to enable a two-way process, affords the young individual a
chance to stake their own viewpoints and to develop as a result. Expectations made on the
adolescent via the parents can also provide a great deal of stress and pressure.

Unsurprisingly, whether the parents are together, divorced or separated, it is the quality of the
relationships that form such a vital component to the development of an individual. Research
indicates that the quality of this parental relationship is far more important than with the parents
that stayed together. Of course, it can be anticipated that young individuals will always benefit
from the stability of a strong family unit, certainly in respect of security because so much else in
life will be changing for them. Any young person transitioning through adolescence can find it
increasingly difficult if the family unit breaks up. In an ideal situation, the young person needs to
be able to focus on their own development and not be concerned about any disharmony within
the family, but, it is only natural that where conflict occurs, there will be problems.

Alcoholism

By the very nature of things, any parent who suffers from alcoholism is likely to be emotionally
detached from their offspring. In addition, this abuse of alcohol could also develop towards other
types of dysfunctional behaviour including physical violence or sexual abuse. This is simply
something to bear in mind. Certainly roles within the family unit will often become rigid by way
of compensating.

The enabler

The enabler is the term given usually to the partner of the alcoholic but it could also be given to
any offspring who are in the late stages of adolescents. This person takes on the role to reduce or
soften the negative impacts usually by trying to cover up the problem.

The hero

This role is usually taken by the oldest child within the family unit. They slip into the role of the
hero to try to provide a sense of hope for the family and to add a feeling of pride – this is often
seen through academic achievements.

The scapegoat
Within the family unit, the scapegoat will often begin to display at risk behaviours including
early symptoms of substance abuse themselves. The scapegoat will gain recognition from their
friends simply by acting out or behaving inappropriately.

It can be useful to consider this point if you are helping adolescents who come from alcoholic
families.

Anxiousness experienced by younger individuals who have alcoholic parents, may be an inherent
personality trait or, it can be partially as a result of being a part of an alcoholic family. Note that
it is not necessarily true that the majority of children including those in adolescence who come
from an alcoholic home environment will develop any psychological disorders. In fact, the
opposite may be true especially where the father figure discontinues drinking, and this action can
help the adolescent to not just understand the risks of drinking but to comprehend the necessity
for self-control. It is possible that this may also help deter some young people from the potential
for substance abuse.

Domestic violence

There is no doubt that violence within the family unit will have a significant and negative impact
on the development of any children. Irrespective of whether they may have witnessed violence
between their parents or whether there has been violence directed toward them, these behaviours
have such a negative impact on the young person where they often internalise and externalise
these problems. In addition, there is the potential for these young people to except that
aggressive or violent behaviour is acceptable within the family environment.

Culture

In the Western world, we are far more multi-cultured than ever before and this means that there
are those who have grown up with a different cultural background which can often cause conflict
both on social and moral levels. They may experience conflict in respect of their attitudes,
behaviours and even beliefs. This can ostracise them from their peers and cause conflict in the
home environment.

School environment

We’ve established that the adolescent has a great many pressures on them and certainly, this
remains true in the school or college environment. If there are also pressures at home, the
academic or social pressures in their place of education will also be magnified. Some students
find it very difficult in the school environment especially as they start to develop through their
adolescent stage where they have to take more responsibility for their actions and as such, need
to have some control over what they do. The school environment can be stressful also because it
limits the student’s ability to be responsible and to have any control.

The work environment

Depending on their upbringing and experiences at school, the workplace can be quite a terrifying
prospect especially when young people are expected to take responsibility for their actions and
have all the expectations of their new employers placed firmly on their shoulders. In addition,
they no longer have the security of their friends around them and have to make new friends with
work colleagues. While this can be deemed as an opportunity for future development, there is no
doubt that it places an additional challenge for the young person.

Relationships

Young people tend to have a bad press in life and we rarely consider the amount of changes
which continuously face them as they try to develop the necessary life skills. Not only do all
their relationships within their family unit have to change, the transitions also change friendships
including those romantic or sexual relationships. To add volatility into the mix, most young
people will experience romantic love which can be wonderful and exciting or plunge them into
the depths of despair. If they already suffer from low self-esteem and self-worth, rejection simply
fuels this belief and can lead to problems later on. As the young person starts to take on greater
responsibility and control for their own lives, it can be difficult for parents to hand over this
responsibility. This may not be on a conscious level but often through fears that something will
happen to their offspring or because of their deep attachment to them.

We also have to consider social economic pressures and the potential for unemployment. If you
consider that the media continuously displays role models - those who are successful, who have
quality possessions and who are attractive, in real society, many young adults fail to walk into a
role that suits them or that gives them the monetary gains required. For those who cannot work,
it is worth noting that unemployment is most certainly associated with psychological disorders.
 Module Three
Self-Assessment Tasks

Task:

How can unemployment affect young people?

Task:

What impact can culture have?

Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with KEW Training Academy.
 Module Four
Mental Health Issues

An important part of your role as a counsellor will be to help those who have not yet successfully
developed coping strategies but some cases will be far more complex than others. As such, you
must at times consider your own qualifications and limitations if you have clients with issues that
are out of your remit. Your goals must always be for the successful treatment of your clients and
some clients will need additional or separate professional support.

While this course will add much to your ability to treat adolescents who have a wide variety of
problems, there will be some clients where you will need to take advice – perhaps they have
problems that you have not come across or, they need to be referred either for additional or
separate therapies or, for medical diagnosis.

As a prime example, you may come across a young client who is constantly resorting to
dysfunctional coping strategies and, if traditional counselling methods have failed, referral is
essential. This type of individual may benefit from an assessment by an experienced worker
within the mental health sector who can, where necessary, create an appropriate treatment plan.
This may or may not include the use of medication but often will include psychotherapy.
Each person is unique in terms of how they cope with the challenges and obstacles of daily life.
Some will have a great deal of difficulty in dealing with everyday problems and others, will be
able to manage issues and emerge relatively unscathed. Those who struggle may not be able to
cope with the complexities of daily stressors and so develop behaviours which are problematic
and, this will put them at risk of developing mental health problems. As a counselling
professional, you need to be able to understand the complexities of disorders and, help people
cope and respond to challenges in life.

Why events are stressful

When treating clients who have developed unhealthy coping strategies, ask them to consider a
situation that was highly stressful to them and then to contemplate the following questions:

Should I care about this situation?

Is it a positive or negative situation?
How are my goals or commitments involved?

Through careful analysis, your client may confirm that for them, this particular situation does
have negative implications and therefore, future goals or commitments could be compromised.
Your client has to take into account whether this particular event has occurred before and
whether there is the potential to control the situation. It is also worth discussing their perceptions
of their own personal abilities. This may not be clear cut. Certainly, once the client has evaluated
the situation and labelled it as stressful, this will be when their coping resources begin.

The coping strategies utilised by your clients will include both personality and temperamental
traits. It will include self-beliefs and how they perceive the world around them. Certainly an
individual who perceives themselves to be someone who is able to cope, then the chances are
they will utilise successful coping strategies. Those individuals who cope the best are able to
make use of their personal coping resources and to reach out to utilise other resources that may
be available.
Of course this ability to use available resources that are available really has very little to do with
the problem at hand, or their personal history or even the environment in which they live. Rather,
it has far more to do with their personal qualities. Although it is worth noting that personal
coping styles may well be influenced by cultural issues or even gender.

The three coping styles to consider are:

Problem solving

This is where the individual utilises behaviours which include a keen focus on ascertaining a
solution, investing time into close friendships and they have a desire to belong, the ability to
work hard to achieve goals and to remain positive. Within this coping style, your client will work
on the problem so to resolve but will remain relaxed, connected with others and relatively
optimistic.

Referring to others

This is where your client will turn to others – including counselling professionals, they will
interact with friends seeking solutions and/ or the family unit for help.

Non-productive coping

This is where your client has increased anxieties or worries, and wishes to belong but actively
ignores the problem, internalises issues and self-blames.

It is obvious from the first two styles listed, that they take on-board an active process but the
third style becomes passive.

The client’s cognitive functions will have a direct bearing on their ability to cope. If they can
think the situation through with a clear mind-set, they will be able to identify and create goals
and take the flexible but productive approach to resolution while still maintaining some
emotional expression. You may find that some clients simply need to learn cognitive strategies
so that they can assess the situation with greater clarity and work out positive solutions.

Responding to stress

Extreme stress has a disabling element but the most efficient way for your clients to deal with
stressors in life is to consider any emotional and psychological outcomes as soon as possible.
Sometimes, they will be unable to deal with the stressful events on their own and at this point,
should seek professional help. This increases the potential for them to overcome the issues or any
traumas faced more readily.

Some clients will utilise coping strategies that may appear to ease their stress in the short term
but these could have a long-term impact. Substance abuse is one such way and unfortunately, is
not uncommon during the adolescent stage. It is clear that some will participate in the use of
drugs or use alcohol so to help them cope with any difficult events in life. Unfortunately, this is a
slippery slope, because if they use substance as a coping strategy, it can easily become substance
misuse, abuse or, dependence.

Understandably, any of the above may interfere with their education, their ability to work or to
create or maintain successful relationships.

We also have to consider self-harming as a coping strategy.

There are many factors that could increase this occurrence including the individual’s
psychological make-up and by this, we mean personality traits, their cognitive style, their social
exposure - and in particular, negative life events or others who self-harm. There may also be
genetic/biological predispositions.

Adolescents who self-harm will talk about negative emotions and how they can experience
feelings of relief once they are harming themselves. Therefore, self-harm becomes a short-term
coping strategy. In addition to the physical elements of self-harming, there are other side-effects
including feeling disgusted with themselves or deep feelings of shame. For those who utilise
substance or self-harming as coping strategies, there may even be evidence of a mental health
condition.

Psychological disorders

There’s been much research into psychological disorders as a stress response and these can be
divided into internalising or externalising disorders. Where there are internalising disorders, look
for loneliness, social withdrawal, anxieties and symptoms of depression. Externalising disorders
include; disruptive behaviours, hyperactivity and even aggression.

It is important for you to be able to distinguish those who are making use of adaptive coping
strategies and those who are using defence mechanisms so to avoid facing up to stresses in life.
Of course, some defence mechanisms can actually serve a positive purpose in that it enables
those clients to cope with the initial shock of any trauma. Think of an individual who has
survived a terrible car crash or a terrorist attack. However, defence mechanisms will only distort
this person’s perception if it continues and can lead towards inappropriate behaviour and
negative or inappropriate emotional responses. Counselling will always be beneficial.

This course does not deal with the complexities of mental health issues but, it’s important to
understand the types of psychological disorders that could be experienced by your clients.

As an example:

Anxiety disorders
Depression
Suicidal tendencies
Signs of psychosis
PTSD
Autism spectrum disorder etc.
Depression and anxiety

These are likely to be the most common of the internalising disorders. There will be varying
levels of symptoms but some clients will need to speak to a mental health professional. It’s
important for you to be to recognise if an individual is showing any suicidal tendencies or,
psychosis and to look out for anyone who may have experienced severe trauma. It is easy to mis-
diagnose or to fail to recognise the symptoms of PTSD and this would be outside of your remit
unless you have studied a course specifically on this.

If the whole family unit is involved within the counselling session, it is easier for you to ascertain
whether there are any childhood disorders but sometimes, the information will not be
volunteered so you must take an intuitive approach.

If your client has impaired mood and is losing interest in pleasurable activities that they usually
indulged in, there may be depression. Depression falls into three categories i.e. mild, moderate or
severe. In life, it’s true to say that most people will experience depression but on occasion. But a
major depressive episode must be distinguished from normal depression and you can do this by
noting the severity of the symptoms, and how long it lasts for typically.

Anxiety disorders

Many clients may display feelings of anxiousness and it is a relatively common factor when the
client is dealing with high-levels of stress. While short-term stress can actually help to increase
alertness, high levels of anxiety can detract from the client’s ability to perform to the best of their
ability. Anxiety disorders however are not just a case of feeling anxious. Anxiety levels can be so
great that it impacts normal life.

There are four types of anxiety disorder including:

Generalised anxiety disorder

Social phobia
 Specific phobia
Obsessive-compulsive disorder

Stress in life is generally on the increase and it can result in the temptation to commit suicide. If
your client is thinking this way, or if they are suffering from deep depression, it will make them
far more susceptible to suicide. Of course, anyone who is choosing suicide as an option will be
psychologically disturbed whether due to high stress levels, anxieties or depression. It can
however be related to psychotic illness or even substance abuse.

Psychosis

Symptoms of psychosis may include hallucinations or delusions. Genetic factors may play a role
in any developing psychotic illness but psycho-social factors also play a role. In fact, these can
act as triggers in those who are vulnerable. If an episode of psychosis is experienced, note that
these young people will be most at risk of self-harming. Their hallucinations may lead them
towards either self-harming or killing themselves. These individuals will certainly need to be
assessed by someone in the mental health profession.

PTSD

PTSD is a psychological disorder which occurs where there has been extreme trauma. If left
undiagnosed, it can develop into an incapacitating disorder. Unfortunately, many symptoms of
PTSD are confused with other psychological disorders. People of all ages experience PTSD, so
even your adolescent clients may display the signs of PTSD or any of these other conditions
mentioned here and this is why it is important that they receive medical diagnosis and help. Your
awareness is everything.
 Module Four
Self-Assessment Tasks

Task:

What are the key signs that a young client has mental health issues?

Task:

Can you counsel a client with mental health issues?

Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with KEW Training Academy.
 Module Five
Effective Counselling

The term counselling can mean different things to different people and in respect of adolescents,
it’s a good idea to recognise what the term might mean for them. For many, it’s about guidance
and receiving advice and the term psychotherapy might signify someone who is in great
emotional stress. But counselling, may require a combination of techniques and for some, the
standard ‘giving advice’ may not be what is required.

As a professional, you owe it to your clients to always give them accurate and up-to-date
information so that they are able to make informed decisions. Often you will find that young
people make their way to your clinic because they have a need for advice. Due to their limited
experiences and knowledge in specific areas, they may find it difficult to make the right
decisions. Then there are those who seek out counselling services because they are distressed on
an emotional level.

Often, you will find that some come to you because they believe in your ability to solve the
problems for them or at least be able to give them direct advice enabling them to sort these
problems out quickly and easily. Of course, some issues may be deeply rooted.

There may be an expectation that as the counsellor, you will be all things knowledgeable and
with a multitude of personal experiences so will have great concern, empathy and understanding
for them. Make no mistake, if young people start to seek out your services, it is because any
previous attempts at resolving their issues have failed. Sadly, a great many young people in life
will not seek help for their problems and this may include those in the first stages of adolescence,
where their cognitive patterns are less mature.

You may also see parents who are concerned about their offspring’s behaviours. Sometimes it
will be the parents who come to you because they feel desperate and unable to help resolve the
issues.

Self-disclosure

Self-disclosure and confidentiality issues usually only arise where a strong sense of privacy is
required. From a counselling perspective, it depends whether there are benefits or negative
elements associated with this. As a prime example, the adolescents with substance abuse, they
may have fears that they will be caught by the police. As such, it is important that you become
aware of all of the issues that may occur if a young person talks about confidentiality and
privacy.

For counselling to be effective, it is obvious that the whole process must be tailored specifically
to meet the client’s needs. In counselling, we take what is called the proactive approach. This
will enable you to meet the needs by using a variety of counselling skills and strategies.

For success in this area, it’s important that the counsellors are able to demonstrate specific
personal qualities including:

An ability to connect with your own inner adolescent

An understanding of the many adolescent developmental processes
Congruence
An ability to build rapport, relate to and have empathy toward young clients
An ability to connect with your own inner adolescent
If you have ever worked with the Transactional Analysis Model of Communication, you will
know that each individual is therefore seen as having a parent, adult and child within. There is
the belief that each person has the potential to then get in touch with those aspects of self and to
engage where necessary with their inner child. Certainly, as the adolescent part of self is in each
and every one of us, we are capable of activating it. Although we often think of it as an in
between stage that connects childhood and adulthood, it also has its own characteristics. We
never totally lose aspects of the child or adolescent within.

As a counsellor, you can certainly find your inner adolescent useful. We mentioned this here
because those counsellors who wish to connect with young people in their practice and certainly,
those who wish to specialise in counselling for adolescents, will need to be on the same
wavelength as them. Of course, this does not mean that as the counsellor, you should start to
behave like an adolescent yourself, instead, merely tap into the inner adolescent so that you can
strip away the confines of adult thinking. This should increase the rapport building aspect
between you and the client.

It is worth noting that when a counsellor is able to access their inner adolescent, the young client
may wish to model themselves on the counsellor once they have moved into adult
communication mode.

You need to be proactive to achieve a dynamic process. This simply means that you look at your
own body language i.e. how you look, speak, sit and dress to show that individuality is
encouraged and respected. To some extent, it can work if you are able to project qualities that are
most prized by adolescence including: creativity, flexibility, resilience, humour, risk-taking and
vulnerability. ‘Joining’ in this way is of paramount importance.

You must be able to get to know your clients’ and for them to get to know you, more than
perhaps you would normally. Of course, professional ethics and boundaries must be set out and
maintained.

Necessary skills for a successful counselling include:

 Congruence
Non-judgemental
An ability to connect
To have empathy

In addition, the progressive counselling relationship must also have the following:

A genuine person to person relationship

The relationship must be both accepting and understanding
The relationship must include the right levels of empathy and warmth
The relationship must be balanced
Cultural issues should be taken into consideration

Although there will be some similarities between the counselling of adults and the counselling of
young people, taking the proactive style will certainly gain many advantages. Firstly, although
adult clients are likely to cope and react well to any structured counselling sessions, young
people are likely to have different requirements and may be uncertain or even restless during the
sessions. As such, you need to be able to listen and relate. Young people are quickly bored and
become impatient if results are not seen quickly. This is why the counselling relationship needs
to be dynamic.

Any counselling skills and techniques used, should be as a direct response to your client’s needs
at that time. The counsellor deliberately chooses specific skills and strategies and the sessions
may shift and fluctuate as a direct response to the young client’s behaviours, mood, conversation
or direct needs. Certainly, for best results, you must be spontaneous, creative and active within
the role. There is another need too, that of flexibility.

Young clients need to be able to self-disclose, when they do so and are able to express
themselves fully, it provides a catharsis enabling them to not just experience the strong emotions
connected to their personal stories but to also be able to identify any issues present. If a young
client is able to understand that the counsellor has also experienced similar emotional responses,
their personal experience becomes validated and this in turn, helps to progress the session so they
are able to release their emotions yet more fully. This forms a mutual sharing creating a session
of safety and of course, intimacy. Many counsellors choose to reveal a certain amount of
personal information as part of their storytelling because it serves to establish greater trust while
providing positive parallels that echo the young client’s experience.

There may be times when adolescents are bought in for counselling by their parents or by
another who is responsible for them. At this point, it is useful to discuss the issues of
confidentiality in front of the young person and to engage the adults so that positive agreements
can be reached. To be able to gain the full trust of the client, it is often best to talk with them
first. This is because they may have been under immense pressure just to attend the session and
will feel that they are going to be judged unfavourably if you talk to the parents first. To build
trust and rapport, and to set the foundations for the future sessions, you may wish to meet with
the whole family so that the young client can hear what their family members are saying and
also, to understand what you are saying.

When counselling either young children or young people generally, you have to be much more
flexible in your approach. Do not worry so much about creating a well-defined and often
predictable session. You need to keep your young clients engaged in the process that takes them
through all the stages of therapy over a period of time. Remember that young clients will often
be unable to identify the big picture in life simply because their life is ever changing and they
often struggle struggling with inner constructs. In counselling terms, you need to help young
clients to take account of their situation. It’s not unreasonable to expect your young clients to
open up to you but you will also find that they jump from subject to subject. Often their
communications may seem totally disconnected but it is important to allow this to happen.

Within your counselling session, you need to include the three primary counselling functions:

Relationship building
Assessing the problem
 Addressing the problem

Ensure that each of these functions are used in each and every counselling session, even if the
balance of these fluctuate. Keep in mind that each appointment could become the final one as
many young people decide against continuing sessions – perhaps due to an additional crisis or
even a loss of faith in the session, or, they may even become unreliable in terms of appointments.
It is important to listen to your client’s story ensuring that you are non-judgemental and using it
as part of the proactive approach. So accept their story as being true. Be empathic, match any
emotional responses and re-affirm the experience. This will make the client feel validated. They
may also experience a sense of relief that they are believed.

By confirming your beliefs within their story, you begin to enter that person’s world and to gain
a sense of what it is like to be there. If there are any inconsistencies, you can share this with your
young client. You will be seen to be congruent and interested. Start to piece together each aspect
of the story, identifying any issues and common problems and clarify these with your client as
you do so. Make it easy easier for your client to identify and open up about issues.

You must also evaluate their emotional or mental state and this includes looking at their
thoughts, perceptions of life, their feelings and moods. This will enable you to make important
decisions regarding relevant strategies. It will also enable you to determine whether there are any
mental health problems that need specific treatment with a trained specialist. Usually, young
clients will come to you seeking solutions to their problems and so, it is best to develop strategies
that are the most appropriate and that will help with the resolution of those specific problems.

Some clients will not seek solutions but perhaps an endorsement of what they believe should be
done. If this happens, encourage your clients to do as they wish and to affirm that they are
accepting responsibility for finding their own solutions. This can help to increase their
confidence levels.

Options
It is important to start working through any problems which will typically lead towards the
identification of issues – some apparent immediately and others, may be more deeply rooted. But
all should be evaluated. Always take into account any positive and negative consequences
associated with them and to ascertain the responses to each potential solution. Some solutions
that come to light may not fit in with your client’s beliefs and if this happens, re-examine beliefs
the beliefs. Some solutions may not be suited to the client’s abilities currently and their
commitment to doing so may also be in question. Really, the only solutions are those that have
the greatest appeal to the client.

Most young people will be relatively inexperienced in life and will have devised solutions that
on the surface level are attractive to them but that may be highly impracticable or lead towards
undesired consequences. It is important that you do remember that we learn through personal
experience – both successes and failures but that also, young clients will be vulnerable to
failures. Where possible, you should discuss the testing of solutions first. You can experiment,
testing out one method and this may bring new information to light.

Most young clients would benefit from having a single session of counselling at the very least,
finding resolution and then being able to embark upon their journey of development. But for
others, this will be doubtful and the counselling sessions may even be extensive. Making and
keeping appointments for sessions are often difficult for young clients, so expect that sometimes
they will not turn up regularly and sessions may be inconsistent. Although it may sound self-
defeating, from a proactive approach, you should be encouraging young people to be in control
of their own decisions as to whether they need to return to counselling.

This approach does at least enable them to look at their own requirements and to see whether
short or long-term counselling is appropriate. Do note that you can provide feedback and
information regarding your client’s perceptions. You will find that some young clients prefer to
have an open door policy that enables them to come to counselling if they really feel they need it.
If this is suitable for you then you can do so. At other times, you may wish to create a contract
which affirms counselling dates and times. Once this agreement has been reached, you must
encourage the clients to cancel appointments if they are no longer required.
You will often have clients who fail to continue counselling and this may happen for a number of
reasons:

They found the process threatening

They found it unsatisfactory
They were hoping for ready solutions
They believed that the counsellor did not feel their problems were important.

In fairness, most of the young clients attending are likely to have been sent by their parents or
even through referral and so these are the ones most likely to stop the sessions, especially if you
start to confront painful issues.

Techniques

In this section of the course, we will look at some of the techniques which you may find useful
within your sessions. There are great many strategies including:

Art
Journaling
Relaxation techniques
Role-play
Dream work

You need to be fairly intuitive in respect of your young client’s personal preferences to the
techniques used. Some will readily participate in any art - style activities but others may be
reluctant to do so. In terms of role-play, some will enjoy this energised approach while others
will only feel embarrassment and this will detract from the session.

Art
Drawing can help your clients to externalise their innermost thoughts or feelings and they will
often place themselves into a picture. By separating themselves in this way, they picture
themselves in a less than threatening environment. Art therapy can be used to understand any
problems that your client is currently experiencing. It’s the perfect medium for them to safely
explore their feelings and for you to develop an insight into the workings of your client’s mind.

From a counselling perspective, it’s best to leave the interpretation of the artwork to your
client’s. Although you may have some ideas as to the meaning of their drawing, it is best for
counsellors to not interpret. Rather, invite your clients to interpret their own work and to then
discuss the meanings.

Self-portrait

The self-portrait can be useful to help your clients to explore their personal qualities and this
includes any strengths and weaknesses. Drawings or paintings may be dark, reveal vulnerability
or low self-esteem. As previously, interpretation is encouraged by the client rather than by you.

Role-play

Some of your clients will feel too self-conscious to engage in role-play and it is important that
you do not force them. You may find that it is useful for you to model the role-playing behaviour
and then encourage your client to join in. They must feel in control of the process and they must
also feel supported. Role-play can be useful if you wish to:

Touch base with their feelings

To explore self
To externalise self-beliefs
Externalise feelings

Journaling
This is often a successful approach to helping your clients to externalise all that is going on with
them. Most adolescents enjoy keeping diaries or writing poetry where they can be highly self-
expressive which is therapeutic in itself. Keeping a journal may be satisfying to them. They
should be encouraged to record emotional responses, personal or intimate information about
experiences in the present as well as those in the past.

Dreams

Often young clients will show an interest in their dreams. This is particularly so if they are
experiencing recurring dreams. They can be very useful to help the individual to gain access to
personal information and inner-most fears and as much as possible about the dream should be
remembered and recorded. Encourage your clients to keep a dream log and to have paper and
pen beside the bed. As soon as they wake or whenever they remember aspects of the dream, they
should write the details down quickly.

It should have the following sections:

The content of the dream

These are the emotions experienced
Their thoughts about the dream

Relaxation

Many adolescents will find it beneficial to learn relaxation techniques although not all will be as
keen to. It can be useful however for the following:

For those who are experiencing anxiety

To teach them how to cope with anxiety or stress
To prepare them for life visualisations
Always remember that your young clients will need to feel that they are in control. If you do not,
it can only disempower them and this will not lead to a successful session. They must be
informed that the choice is theirs and to agree to any of the techniques used or whether to
continue any exercise. Make it very clear to that they can stop the techniques used at any point.

Teaching young client’s how to relax is not always easy if you are in a noisy environment or if
the lights in your office are too bright. Subdue lighting where possible and try to keep external
noises to a limit. You can talk them through how to sit or to find a comfortable position and to
utilise progressive muscle relaxation techniques where you guide them through each part of their
body, tightening muscles and then releasing them on command. Do not ask your clients to lie on
the floor because it may make them feel unsafe. This is of particular importance for those who
may have been abused.

Change self-perceptions

If you feel that a client has negative self-perceptions, then you can use imagination to change
this. You may find that your client has suffered from a traumatic experience, violence or abusive
behaviour generally. They may feel that they are unworthy, undesirable or more. If they continue
to have these negative self-perceptions, extremes of behaviour will continue or start to happen.

Ensure that your client is relaxed and then utilise the power of imagination so that they can bring
their focus onto any un-helpful beliefs. You can do this by discussing any current behaviours and
how they may influence the client’s thinking. The whole purpose of this is to determine any
negative self-perceptions and to ascertain the origins. You can use guided imagery to bring about
change. Although it can be unsettling at first, encourage your client to remember those negative
patterns and experiences and then use guided imagery so they relieve it but instead, change the
way they behave so that they start to feel better about themselves.

Guided imagery can also be useful to take the client on an imaginary journey so that they can
conjure up a pleasant and safe place - somewhere where they may wish to visit at times of stress
or, you can use an imaginary journey to put them in touch with their past troubles, so that you
can gain a unique perspective into why they feel in a certain way. This can help them to
overcome fears or negative experiences.

There are many different techniques that can be used to help adolescents and no one technique
will fit all. The ones included here have a proven record in assisting the counselling processes
but it is important for you to practice and to establish your personal favourites.
 Module Five
Self-Assessment Task

Task:

Using the information in this module, how will you reach out to any adolescent clients?

Task:

Consider whether you are planning to specialise in the adolescent arena – note the positives and
negatives of doing so for you personally.

Task:

How will you cope with adolescent clients who may be unreliable at keeping the appointment?

Task:

Practice using some of the techniques here as if counselling an adolescent, so that you are able to
utilise in a natural way during a session.

Please note that these self-assessment tasks are to ensure your understanding of the information
within each module. As such, do not submit them for review with KEW Training Academy.
 Final Assessment

Congratulations on completing this professional study course on Counselling for Adolescents.

We hope that you have found it informative and are ready to embark upon your new career. If
you have any difficulties with the questions, do go back and read through the modules first.
Please take time to complete the Final Assessment in full and then send your answers
to: courses@karenEwells.co.uk hello@kewtraining.com

Please ensure that you do not send your assessment earlier than two months after commencing it.
This is to give you sufficient time to fully understand, process and practise all the information
provided on the course. Your assessment must be typed and sent in the body of your email or
attached as a Word document. Unfortunately, we cannot accept any other form of attachments.

We aim to acknowledge receipt of your assessment within one working day and we will review it
and contact you within 14 working days. Following satisfactory review, you will be awarded a
certificate of competence.

1. Do you intend to specialise in counselling for adolescents or to simply expand your

potential client range?
2. List some of the physiological signs of puberty

3. Are hormones solely responsible for fluctuating moods?

4. Can you counsel a client who has mental health problems?

5. What role does The Enabler play?

6. How can self-harming provide a short-term solution?

7. List any potential symptoms of self-harming

8. In a family counselling session, why should you speak to the adolescent first?

9. Can a young client experience PTSD?

10. While practicing using techniques listed in this course, which ones do you feel you are
more likely to use and why.
 About

The KEW Training Academy was established in 2006 by Karen E. Wells to fill a gap in the
market for online courses that make learning fun, educational and easy. The KEW Training
Academy offers easy and effective solutions that work for you either personally or
professionally. Your course has been tailored from years of experience enabling you to achieve
the goals that give you the key to freedom. www.kewtrainingacademy.com
 Additional Courses

Online Diploma Training Course in Hypnotherapy - Become a Qualified Hypnotherapist

Become a fully qualified Hypnotherapist with this fully accredited Online Training Course in
Hypnotherapy. This course gives you all the tools to become a fully recognised and competent
Hypnotherapist.

This course is delivered via an E-Learning portal where you work through the course module by
module in your own time. It includes a comprehensive training manual, scripts, inductions, and
consultation forms for your client, a BONUS Ultimate Relaxation Hypnosis MP3 and unlimited
& dedicated support from the tutors via online forums. Everything you need to get you from the
sofa at home to being the therapist in your area.

Enrol here

Online Diploma Training Course in Past Life Regression - Become a Qualified Past Life
Therapist
The KEW Training Academy is offering this Online Training Course for Past Life Regression
Training for those with an interest in Past Lives who want to start up or expand their practice by
using Regression techniques for this lifetime or for Past Lives. This course is unique and offers
training in Past Life Therapy that is not offered elsewhere anywhere!

Enrol here

Online Diploma Training Course - Life Between Lives - Between Lives & Beyond. Become
a Qualified LBL Therapist

The KEW Training Academy is offering this Online Training Course - Life Between Lives –
Between Lives & Beyond for those that have prior experience of Past Life Regression and wish
to expand their practice into Life Between Lives Regression.

Life Between Lives was discovered by Dr Michael Newton who was the pioneer for this work.
Michael has now retired but has formed TNI (The Newton Institute) based in the US to carry on
his legacy.

Enrol here
 Online Training Course - Easy & Relaxed Childbirth

This Online Training Course is for existing therapists that wish to expand their practice by
offering personal & group sessions to pregnant ladies that want to have an Easy & Relaxed
Childbirth.

Enrol here

Online Diploma in Mindfulness

Mindfulness is a state of active, open attention on the present moment. When you are Mindful,
you can observe your thoughts & feelings with judging them good or bad. Instead of life passing
you by, Mindfulness enables you to live in the moment and awaken to each experience of your
day and life.
Enrol here
 Online Diploma Training Course - Future Life Progression

The KEW Training Academy offers this Online Training Course for Future Life Progression
Training for those that have experience in Regression already.

This course is for those who want to expand their practice by using Progression techniques for
Future Lives. This course is unique and offers training in Future Lives that is not offered
elsewhere anywhere! If you wish to combine Progression with Healing, this is the course for
you.
Enrol here

To see all of The Kew Training Academy courses, click here

 Credits

Photos courtesy of: www.freedigitalphotos.net and www.canstockphotos.com

Professional Counselling for
Adolescents Course

The KEW Training Academy