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Duration (approx) 100 hours
Qualification Statement of Attainment

Counselling Training Course - An introductory course to the use of counselling skills in the counselling situation. 

  • Learn to understand the theories and principles in counselling.
  • Learn to apply a wide range of counselling techniques.
  • Studying this course will benefit those who work with people as well as those working in counselling.
  • Use counselling techniques in your day to day life.

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Study counselling skills for professional development.

  • Improve communication skills both personally and professionally. 
  • Use counselling skills in areas, such as parenting, teaching, retail work, youth work, management, personnel, training, volunteer work, support work and much more.
  • Learn about counselling theories, counselling techniques, micro skills, active listening, reflection, finding solutions and much more.
  • Study in your own home and at your own pace.


This course is suitable for –

  • Volunteer counsellors
  • Trainee counsellors
  • Police officers
  • Law enforcement
  • Teachers
  • Social workers
  • Parents
  • Foster carers
  • Carers
  • Support workers
  • Welfare workers
  • Counsellors wishing to update their knowledge
  • Retail staff
  • Hairdressers
  • Anyone wishing to start counselling

- In fact, anyone who works with people would benefit from using counselling skills.


The course is divided into 8 lessons as follows:

Lesson 1. Learning Specific Skills

  • What is Counselling?
  • Perceptions of Counselling.
  • Differences between Counsellors, Psychotherapists, Clinical Psychologists and Psychiatrists.
  • Counselling Theories.
  • Empathy.
  • Transference.
  • Directiveness, Non Directiveness.
  • Behavioural Therapies.
  • Systematic Desensitisation.
  • Positive Reinforcement and Extinction.
  • Goals of Psychoanalytical Approach.
  • Defence Mechanisms (Repression, Displacement, Rationalisation, Projection, Reaction Formulation, Intellectualisation, Denial, Sublimation).
  • Use of Psychoanalytical Psychotherapy.
  • Psychoanalytic Techniques.
  • Analytic Framework.
  • Free Associations.
  • Interpretation.
  • Dream Analysis.
  • Resistance and Transference.
  • Humanistic Therapy.
  • Evaluating the Effectiveness of Therapies and Counsellors.
  • Case Studies.
  • Methods of Learning.
  • Micro Skills.
  • Triads.
  • Modelling.
  • Online and Telephone Counselling.
  • Telemental Health.
  • Clinical Considerations.

Lesson 2. Listening and Bonding

  • Scope of Listening and Bonding.
  • Meeting and Greeting.
  • Creating a Safe Environment.
  • Location.
  • Time and Duration of Sessions.
  • Privacy in Telephone and Online Counselling.
  • Showing Warmth on the Phone.
  • The Contract.
  • Helping the Client Relax.
  • Listening with Intent.
  • Minimal Responses.
  • Non Verbal Behaviour.
  • Use of Voice.
  • Use of Silence.
  • Case Studies.
  • Active Listening.
  • Dealing with Silent Phone Calls.

Lesson 3. Reflection

  • Non Directive Counselling.
  • Paraphrasing.
  • Feelings.
  • Reflection of Feeling.
  • Client Responses to Reflection of Feelings.
  • Reflection of Content and Feeling.
  • Case Studies.

Lesson 4. Questioning

  • Open and Closed Questions.
  • Other types of Questions (Linear, Information seeking, Strategic, Reflective, Clarification, etc).
  • Questions to Avoid.
  • Goals of Questioning.
  • Identification.
  • Assessment.
  • Intervention.
  • Case Studies.

Lesson 5. Interview Techniques

  • Summarising.
  • Application.
  • Confrontation.
  • Reframing.
  • Case Studies.
  • Perspective.
  • Summary.

Lesson 6. Changing Beliefs and Normalising

  • Cognitive Behavioural Therapy.
  • Changing Self-Destructive Beliefs.
  • Irrational Beliefs.
  • Normalising.
  • Case Studies.
  • Designing a Questionnaire.

Lesson 7. Finding Solutions

  • Moving Forward.
  • Choices (Reviewing, Creating, Making choices).
  • Facilitating Actions.
  • Gestalt Awareness Circle.
  • Psychological Blocks.
  • Case Study.

Lesson 8. Ending the Counselling

  • Terminating the Session.
  • Closure.
  • Further Meetings.
  • Dependency.
  • Confronting Dependency.
  • Chronic Callers.
  • Terminating Silent Phone Calls.
  • Silent Endings.
  • Case Study.
  • Other Services.


  • The ability to explain the processes involved in the training of counsellors in micro skills.
  • Demonstrate the skills involved in commencing the counselling process and evaluation of non-verbal responses and minimal responses.
  • Demonstrate reflection of content, feeling, both content and feeling, and its appropriateness to the counselling process.
  • Develop different questioning techniques and to understand risks involved with some types of questioning.
  • Show how to use various micro-skills including summarising, confrontation, and reframing.
  • To demonstrate self-destructive beliefs and show methods of challenging them, including normalising.
  • Explain how counselling a client can improve their psychological well-being through making choices, overcoming psychological blocks and facilitating actions.
  • Demonstrate effective ways of terminating a counselling session and to explain ways of addressing dependency.


  • Report on an observed counselling session, simulated or real.
  • Identify the learning methods available to the trainee counsellor.
  • Demonstrate difficulties that might arise when first learning and applying micro skills.
  • Identify why trainee counsellors might be unwilling to disclose personal problems during training.
  • Identify risks that can arise for trainee counsellors not willing to disclose personal problems.   
  • Discuss different approaches to modelling, as a form of counselling
  • Evaluate verbal and non-verbal communication in an observed interview.
  • Identify the counsellor’s primary role (in a generic sense).
  • Show how to use minimal responses as an important means of listening with intent.
  • Explain the importance of different types of non-verbal response in the counselling procedure.
  • Report on the discussion of a minor problem with an anonymous person which that problem relates to.
  • Identify an example of paraphrasing as a minimal response to reflect feelings.
  • Discuss the use of paraphrasing in counselling.
  • Differentiate catharsis from confused thoughts and feelings.
  • Identify an example of reflecting back both content (thought) and feeling in the same phrase
  • Report on the discussion of a minor problem with an anonymous person which that problem relates to.
  • Identify an example of paraphrasing as a minimal response to reflect feelings.
  • Discuss the use of paraphrasing in counselling.
  • Differentiate catharsis from confused thoughts and feelings.
  • Identify an example of reflecting back both content (thought) and feeling in the same phrase
  • Demonstrate and observe varying responses to a variety of closed questions in a simulated counselling situation.
  • Demonstrate/observe varying responses to a variety of open questions in a simulated counselling situation.
  • Compare your use of open and closed questions in a counselling situation.
  • Identify the main risks involved in asking too many questions
  • Explain the importance of avoiding questions beginning with ‘why’ in counselling.
  • Identify in observed communication (written or oral), the application of different micro-skills which would be useful in counselling.
  • Demonstrate examples of when it would be appropriate for the counsellor to use confrontation
  • List the chief elements of good confrontation.
  • Discuss appropriate use of confrontation, in case studies.
  • Show how reframing can be used to change a client’s perspective on things.
  • Develop a method for identifying the existence of self-destructive beliefs (SDB’s).
  • Identify self-destructive beliefs (SDB’s) amongst individuals within a group.
  • Explain the existence of self destructive beliefs in an individual.
  • List methods that can be used to challenge SDB’s?
  • Explain what is meant by normalising, in a case study.
  • Demonstrate precautions that should be observed when using normalizing.
  • Determine optional responses to different dilemmas.
  • Evaluate optional responses to different dilemmas.
  • Explain how the ‘circle of awareness’ can be applied to assist a client, in a case study.
  • Explain why psychological blockages may arise
  • Demonstrate how a counsellor might help a client to overcome psychological blockages.
  • Describe the steps a counsellor would take a client through to reach a desired goal, in a case study.
  • Identify inter-dependency in observed relationships.
  • Explain why good time management is an important part of the counselling process.
  • Compare terminating a session with terminating the counselling process.
  • Demonstrate dangers posed by client - counsellor inter-dependency
  • Explain how dependency can be addressed and potentially overcome.
  • Explain any negative aspects of dependency in a case study.


"This course has been extremely valuable to me as throughout those 5 months my friends all seemed to go through some crisis or other. I have learned so much that I could put into practice and from the responses I have had, it's been very positive. Tutor feedback was fantastic. All individual answers were given a comment which helped me understand if I missed something."    
Brenda Harvey, Counselling Skills I course.


  • Improve your communication and counselling skills with this course.
  • Understand more about counselling skills.
  • Study counselling skills I for professional development.
  • Gain an insight into the use of counselling skills in many situations.


  • You can start our Counselling Skills I course at any time - Register to Study - Go to “It’s Easy to Enrol” box at the top of the page and you can enrol now.
  • Phone us on (UK) 01384 442752, or (International) +44 (0) 1384 442752, OR
  • Submit you questions to our specialist Psychology And Counselling tutors - they will help you in choosing a course which suits your goals.
Courses can be started anytime from anywhere in the world!

Meet some of our academics

Tracey Jones (psychology)B.Sc. (Hons) (Psychology), M.Soc.Sc (social work), DipSW (social work), PGCE (Education), PGD (Learning Disability Studies) Tracey began studying psychology in 1990. She has a wide range of experience within the psychology and social work field, particularly working with people with learning disabilities. She is also qualified as a teacher and now teaches psychology and social work related subjects. She has been a book reviewer for the British Journal of Social Work and has also written many textbooks, blogs, articles and ebooks on psychology, writing, sociology, child development and more. She has had also several short stories published.

Check out our eBooks

Getting Work in a Modern WorldGetting Work in a Modern World is a must read; for students, parents, the unemployed, careers advisors or anyone interested in changing or forging a sustainable career. This is realistic guide to getting a job or starting out in business and understanding different industries. Topics covered in this book include 1/Career Myths, 2/ Finding Your Path, 3/ Understanding Employers, 4/ Preparing for a Job, 5/ Jobs to Consider: Looking to the Future, 6/ Information Technology, 7/ Business, Management and Sales, 8/ Health and Wellbeing, 9/ Horticulture, 10/ Wildlife and Environmental, 11/ Animal Care, 12/ Agriculture, 13/ Hospitality and Tourism, 14/ Media and 15/ Education.
Counselling HandbookA book for both students, as well as volunteers who may be involved in helping people with problems. This is a starting point for understanding counselling, and a reference for developing counselling skills. The book contains seven chapters: 1. Where can counselling be used 2. How to see behind the mask 3. Emotions and attitudes 4. How to communicate better when all you have is words 5. Theory versus practice 6. Diffusing difficult situations 7. Golden rules or tips
How Children ThinkAnyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
How to be a Life CoachLife coaching is a relatively new profession - although coaches have been around for a long time in the guise of trainers, instructors, managers and tutors for various professions and disciplines. Life coaching is not easily defined, but it is a type of mentoring which focuses on helping individuals to achieve what they would like to achieve and thereby to lead more fulfilling lives. Unlike other forms of coaching, it takes place outside of the workplace and is concerned with all aspects of a person’s life.