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Module 5 Part C Practical Session:
Using the Right Counselling Technique
CHCCSL506A
Apply counselling therapies to address a
range of client issues
2
You will need Observation Checklist
from TASK 7
• This session will introduce you to some different therapies
which you can practice together in class. These include:
– Person Centered Therapy (PCT) –sometimes called ‘client-centered
therapy)
– Cognitive Behavioural Therapy (CBT)
– Solution Focused
– Psychoanalytic Therapy (using Life Line techniques)
– Behaviour Therapy (BT)
• Before you start… please read over TASK 7 in your
assessment booklet to review the observation checklist
requirements.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
3
Sign off… complete assessment…
• Your trainer will be looking
for evidence of your
capacity during this practice
session so that they can
sign you off.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
4
Time frames
• In three hours – you will need to cover 5 types of therapies
which will be explained to you. This will leave you 15 minutes
strictly to ‘taste’ a therapy both as a counsellor and as a client.
• It will be important to practice your skills in more depth with
other students outside of class time to really get to know
these techniques.
• If you can’t get to practice with other students, ask friends and
family members to become ‘guinea pigs’. Make up scenarios.
• If you miss the opportunity to work with these therapies in
class contact a CTA tutor for a skype assessment session.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
5
REVISE PERSON-CENTERED THERAPY
Person-Centered Therapy
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
6
Person-centered psychotherapy
• Person-Centered Therapy
(PCT), also known as
Client-centered therapy or
Rogerian Psychotherapy,
was developed by the
humanist psychologist Carl
Rogers in the 1940s and
1950s.
• It is one of the most widely
used models in mental
health and psychotherapy.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
7
Client-centered therapy
• The basic elements of
Rogerian therapy involve
showing congruence
(genuineness), empathy,
and unconditional positive
regard towards a client.
• Based on these elements
the therapist creates a
supportive, non-judgmental
environment in which the
client is encouraged to
reach their full potential. [1]
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
8
How it works…
• PCT is used to help a person achieve
personal growth and/or come to terms
with a specific event or problem.
• PCT is based on the principle of talking
therapy and is a non-directive approach.
• The therapist encourages the patient to
express their feelings and does not
suggest how the person might wish to
change, but by listening and then
mirroring back what the patient reveals
to them, helps them to explore and
understand their feelings for themselves.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
9
The client decides…
• The client is then able to
decide what kind of
changes they would like to
make and can achieve
personal growth.
• Although this technique has
been criticized by some for
its lack of structure and set
method, it has proved to be
a hugely effective and
popular treatment.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
10
The 6 conditions for change
1. Therapist-Client
Psychological Contact
• A relationship between
client and therapist must
exist.
• It must be a relationship
in which each person's
perception of the other is
important.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
11
6 conditions cont.
2. Client incongruence or
Vulnerability
• That incongruence exists
between the client’s
experience and
awareness.
• Furthermore, the client is
vulnerable to anxiety
which motivates them to
stay in the relationship.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
12
6 conditions cont.
3. Therapist congruence
or Genuineness
• The therapist is
congruent within the
therapeutic relationship.
• The therapist is deeply
his or herself - they are
not “acting” - and they
can draw on their own
experiences (self-
disclosure) to facilitate
the relationship.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
13
6 conditions cont.
4. Therapist Unconditional
Positive Regard (UPR)
• The therapist accepts the
client unconditionally,
without judgment,
disapproval or approval.
• This facilitates increased
self-regard in the client,
as they can begin to
become aware of
experiences in which their
view of self-worth was
distorted by others.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
14
6 conditions cont.
5. Therapist Empathic
understanding
• The therapist experiences an
empathic understanding of
the client’s internal frame of
reference.
• Accurate empathy on the
part of the therapist helps the
client believe the therapist’s
unconditional love for them.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
15
6 conditions cont.
6. Client Perception
• That the client perceives, to
at least a minimal degree,
the therapist’s Unconditional
Positive Regard and
empathic understanding.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
16
Practice PCT
• Divide into pairs.
• Ask the other student, what current issues they might be
facing that are causing them stress, confusion, hurt etc. (It
may be that someone simply has to make a decision soon.)
• Take 15 minutes to listen to the other person, ‘getting it’
without offering advice, and practicing unconditional positive
regard for the other and using micro-skills to reflect on what
they have said. For example you may use a lot of ‘minimal
prompts’
• When you both finish… you might like to write down what the
experience was like to have someone listen without
manipulating the conversation in any way!
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
17
REVIEW THE SLIDES ON COGNITIVE
THERAPYAND COGNITIVE BEHAVIOURAL
COUNSELLING
Cognitive Therapy and Cognitive Behavioural Counselling
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
18
Humanistic counselling – Cognitive Therapy
• In the 1950s, both Psychoanalytic
theory and Behaviourism were
challenged by humanist thought
as being too pessimistic about
human nature.
• Humanism is a theoretical
orientation that emphasises the
unique qualities of humans,
especially their freedom and their
potential for personal growth.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
19
CBT
• Carl Rogers and Abraham
Maslow took an optimistic
view of human nature.
• They forged the basis of
Cognitive Therapy, which
emphasises the importance
of thinking and changing
our thinking in order to
influence positive human
behaviour.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
20
Cognitive Behavioural Counselling or
Therapy (CBT)
• Albert Ellis
• ABC model
• Change the way you think…
change the way you feel and
act…
• Many counsellors use CBT… it
is one of the most researched
therapeutic interventions
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
21
A– activating event, B- resultant belief,
C – emotional consequences
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
22
Practice CBT
• Go back to your partner now and this time with the same
issue… look at the story in the light of the ABC the activating
event…the belief and the resultant emotional consequence.
Review the the ‘thoughts’.
• Explain to them how thinking often impacts feelings and
behaviour… Explore a ‘reframe’/ imagine thinking something
different and see if you can assist them to commit to ‘thought
stopping’ and changing thoughts in order to feel differently
about the situation.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
23
REVISE SOLUTION FOCUSED THERAPY
Solution Focused Therapy
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
24
Solution focused therapy
• Milton Erickson placed
emphasis on turning perceived
deficits into resources
• ‘Amplify what is already working,
look for times when the client
has been successful in the past
and for times when the client has
used coping skills successfully’
• St Luke’s Innovative Resources
which include the Strength and
Bear Cards series
• www.stlukes.org.au or phone 03
54401100
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
25
You can use one of two strategies for Solution
Focused Therapy
• The Miracle Question is not
a bad approach if the
situation is not too
threatening to the client.
• If the situation is more
severe you can use the 5
Column Approach
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
26
Use the miracle question…
• If a miracle happened, what would the miracle be… what
would it look like, feel like, what would it be like to be You if
the miracle took place?
• What would happen if you acted like the miracle had already
taken place?
• What actions would you take?
• How would you feel?
• What would you do differently?
• What would you be thinking?
• Practice the miracle question with your partner with the same
issue.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
27
Encourage strengths
• Together with the miracle question, look at strengths the other
person has demonstrated in the past… what things are easy
for them?
• Can they apply their strengths to this situation that they are
facing?
• You may use the Strength Cards from St Luke’s Innovative
Resources.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
28
The 5 Column Approach
Event/story Strengths Apply the
strengths
Plan the next
steps
The resulting
story
1 3 4 5 2
In this column
briefly write
down the
problem being
faced by the
client. Now go
to the last
column as the
second step...
Now write
down your
strengths and
abilities. Go to
4 apply the
strengths
See if you
can apply
these
strengths to
the problem
in a new way.
Now go to
step 5 plan
the steps
Once you have
come up with
some ways to
apply your
strengths to the
problems in a new
way, sequence the
steps that you will
take to make
things happen
differently. Now
review the
resulting story
again.
Write down
what would be
an ideal ending
that you would
be happy with.
Go to step 3
the Strengths
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
29
How does it feel?
• Write down what this was like for you?
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
30
Psychoanalytic Therapy (using the Life Line)
You have already had some
experience with the Life
Line in Module 3. Today you
will use this model in a
different way as you only
have 15 minutes to do
this activity.
Use a line to represent the
span of the person’s life.
Put in the event that they are
struggling with on the
timeline.
• Find the meaning and
feeling of the event to the
person and then ask for any
other events in their life
prior to this that has
generated a similar
response.
• Record this on the Life Line.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
31
Psychoanalytic interventions…
• Life Line technique… has its roots in psychoanalytic theory
and therapy… which says that the present is linked to our
past.
• By getting an understanding and perspective on our
chronology… we can better understand the moment we are
in… and the path that we may move towards in the future.
• After spending 15 minutes with each person being asked
about their life events and recording this… you may like
to write down how this type of therapy felt for you.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
32
REVISE BEHAVIOURISM
Behaviourism
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
33
• B.F.Skinner
• Watson
• We are stimulus/response
creatures… we move
towards reward and avoid
punishment
• Thinking… is a nonsense
concept
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
Behaviourism
34
Behaviour therapy
• Using the same issue again that the person has shared…
look at ways of building in rewards for more positive
behaviours and ways of building in ‘punishments’ for negative
behaviours… together build a strategy for life change.
• Take 15 minutes to design a program… to reprogram
behaviour for the other person… do this of course with the
other person!
• After this is completed… you might like to write down
how this felt as a therapy.
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
35
Discussion
• What did you discover in
each of these therapy
experiences?
• What was the most
enjoyable?
• The most enlightening?
• The most encouraging?
• The most empowering?
• The one that you felt would
bring the greatest outcomes
for you?
(c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13

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Module 5 counselling to suit the client part c (prac guide)

  • 1. Module 5 Part C Practical Session: Using the Right Counselling Technique CHCCSL506A Apply counselling therapies to address a range of client issues
  • 2. 2 You will need Observation Checklist from TASK 7 • This session will introduce you to some different therapies which you can practice together in class. These include: – Person Centered Therapy (PCT) –sometimes called ‘client-centered therapy) – Cognitive Behavioural Therapy (CBT) – Solution Focused – Psychoanalytic Therapy (using Life Line techniques) – Behaviour Therapy (BT) • Before you start… please read over TASK 7 in your assessment booklet to review the observation checklist requirements. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 3. 3 Sign off… complete assessment… • Your trainer will be looking for evidence of your capacity during this practice session so that they can sign you off. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 4. 4 Time frames • In three hours – you will need to cover 5 types of therapies which will be explained to you. This will leave you 15 minutes strictly to ‘taste’ a therapy both as a counsellor and as a client. • It will be important to practice your skills in more depth with other students outside of class time to really get to know these techniques. • If you can’t get to practice with other students, ask friends and family members to become ‘guinea pigs’. Make up scenarios. • If you miss the opportunity to work with these therapies in class contact a CTA tutor for a skype assessment session. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 5. 5 REVISE PERSON-CENTERED THERAPY Person-Centered Therapy (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 6. 6 Person-centered psychotherapy • Person-Centered Therapy (PCT), also known as Client-centered therapy or Rogerian Psychotherapy, was developed by the humanist psychologist Carl Rogers in the 1940s and 1950s. • It is one of the most widely used models in mental health and psychotherapy. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 7. 7 Client-centered therapy • The basic elements of Rogerian therapy involve showing congruence (genuineness), empathy, and unconditional positive regard towards a client. • Based on these elements the therapist creates a supportive, non-judgmental environment in which the client is encouraged to reach their full potential. [1] (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 8. 8 How it works… • PCT is used to help a person achieve personal growth and/or come to terms with a specific event or problem. • PCT is based on the principle of talking therapy and is a non-directive approach. • The therapist encourages the patient to express their feelings and does not suggest how the person might wish to change, but by listening and then mirroring back what the patient reveals to them, helps them to explore and understand their feelings for themselves. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 9. 9 The client decides… • The client is then able to decide what kind of changes they would like to make and can achieve personal growth. • Although this technique has been criticized by some for its lack of structure and set method, it has proved to be a hugely effective and popular treatment. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 10. 10 The 6 conditions for change 1. Therapist-Client Psychological Contact • A relationship between client and therapist must exist. • It must be a relationship in which each person's perception of the other is important. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 11. 11 6 conditions cont. 2. Client incongruence or Vulnerability • That incongruence exists between the client’s experience and awareness. • Furthermore, the client is vulnerable to anxiety which motivates them to stay in the relationship. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 12. 12 6 conditions cont. 3. Therapist congruence or Genuineness • The therapist is congruent within the therapeutic relationship. • The therapist is deeply his or herself - they are not “acting” - and they can draw on their own experiences (self- disclosure) to facilitate the relationship. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 13. 13 6 conditions cont. 4. Therapist Unconditional Positive Regard (UPR) • The therapist accepts the client unconditionally, without judgment, disapproval or approval. • This facilitates increased self-regard in the client, as they can begin to become aware of experiences in which their view of self-worth was distorted by others. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 14. 14 6 conditions cont. 5. Therapist Empathic understanding • The therapist experiences an empathic understanding of the client’s internal frame of reference. • Accurate empathy on the part of the therapist helps the client believe the therapist’s unconditional love for them. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 15. 15 6 conditions cont. 6. Client Perception • That the client perceives, to at least a minimal degree, the therapist’s Unconditional Positive Regard and empathic understanding. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 16. 16 Practice PCT • Divide into pairs. • Ask the other student, what current issues they might be facing that are causing them stress, confusion, hurt etc. (It may be that someone simply has to make a decision soon.) • Take 15 minutes to listen to the other person, ‘getting it’ without offering advice, and practicing unconditional positive regard for the other and using micro-skills to reflect on what they have said. For example you may use a lot of ‘minimal prompts’ • When you both finish… you might like to write down what the experience was like to have someone listen without manipulating the conversation in any way! (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 17. 17 REVIEW THE SLIDES ON COGNITIVE THERAPYAND COGNITIVE BEHAVIOURAL COUNSELLING Cognitive Therapy and Cognitive Behavioural Counselling (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 18. 18 Humanistic counselling – Cognitive Therapy • In the 1950s, both Psychoanalytic theory and Behaviourism were challenged by humanist thought as being too pessimistic about human nature. • Humanism is a theoretical orientation that emphasises the unique qualities of humans, especially their freedom and their potential for personal growth. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 19. 19 CBT • Carl Rogers and Abraham Maslow took an optimistic view of human nature. • They forged the basis of Cognitive Therapy, which emphasises the importance of thinking and changing our thinking in order to influence positive human behaviour. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 20. 20 Cognitive Behavioural Counselling or Therapy (CBT) • Albert Ellis • ABC model • Change the way you think… change the way you feel and act… • Many counsellors use CBT… it is one of the most researched therapeutic interventions (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 21. 21 A– activating event, B- resultant belief, C – emotional consequences (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 22. 22 Practice CBT • Go back to your partner now and this time with the same issue… look at the story in the light of the ABC the activating event…the belief and the resultant emotional consequence. Review the the ‘thoughts’. • Explain to them how thinking often impacts feelings and behaviour… Explore a ‘reframe’/ imagine thinking something different and see if you can assist them to commit to ‘thought stopping’ and changing thoughts in order to feel differently about the situation. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 23. 23 REVISE SOLUTION FOCUSED THERAPY Solution Focused Therapy (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 24. 24 Solution focused therapy • Milton Erickson placed emphasis on turning perceived deficits into resources • ‘Amplify what is already working, look for times when the client has been successful in the past and for times when the client has used coping skills successfully’ • St Luke’s Innovative Resources which include the Strength and Bear Cards series • www.stlukes.org.au or phone 03 54401100 (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 25. 25 You can use one of two strategies for Solution Focused Therapy • The Miracle Question is not a bad approach if the situation is not too threatening to the client. • If the situation is more severe you can use the 5 Column Approach (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 26. 26 Use the miracle question… • If a miracle happened, what would the miracle be… what would it look like, feel like, what would it be like to be You if the miracle took place? • What would happen if you acted like the miracle had already taken place? • What actions would you take? • How would you feel? • What would you do differently? • What would you be thinking? • Practice the miracle question with your partner with the same issue. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 27. 27 Encourage strengths • Together with the miracle question, look at strengths the other person has demonstrated in the past… what things are easy for them? • Can they apply their strengths to this situation that they are facing? • You may use the Strength Cards from St Luke’s Innovative Resources. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 28. 28 The 5 Column Approach Event/story Strengths Apply the strengths Plan the next steps The resulting story 1 3 4 5 2 In this column briefly write down the problem being faced by the client. Now go to the last column as the second step... Now write down your strengths and abilities. Go to 4 apply the strengths See if you can apply these strengths to the problem in a new way. Now go to step 5 plan the steps Once you have come up with some ways to apply your strengths to the problems in a new way, sequence the steps that you will take to make things happen differently. Now review the resulting story again. Write down what would be an ideal ending that you would be happy with. Go to step 3 the Strengths (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 29. 29 How does it feel? • Write down what this was like for you? (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 30. 30 Psychoanalytic Therapy (using the Life Line) You have already had some experience with the Life Line in Module 3. Today you will use this model in a different way as you only have 15 minutes to do this activity. Use a line to represent the span of the person’s life. Put in the event that they are struggling with on the timeline. • Find the meaning and feeling of the event to the person and then ask for any other events in their life prior to this that has generated a similar response. • Record this on the Life Line. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 31. 31 Psychoanalytic interventions… • Life Line technique… has its roots in psychoanalytic theory and therapy… which says that the present is linked to our past. • By getting an understanding and perspective on our chronology… we can better understand the moment we are in… and the path that we may move towards in the future. • After spending 15 minutes with each person being asked about their life events and recording this… you may like to write down how this type of therapy felt for you. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 32. 32 REVISE BEHAVIOURISM Behaviourism (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 33. 33 • B.F.Skinner • Watson • We are stimulus/response creatures… we move towards reward and avoid punishment • Thinking… is a nonsense concept (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13 Behaviourism
  • 34. 34 Behaviour therapy • Using the same issue again that the person has shared… look at ways of building in rewards for more positive behaviours and ways of building in ‘punishments’ for negative behaviours… together build a strategy for life change. • Take 15 minutes to design a program… to reprogram behaviour for the other person… do this of course with the other person! • After this is completed… you might like to write down how this felt as a therapy. (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13
  • 35. 35 Discussion • What did you discover in each of these therapy experiences? • What was the most enjoyable? • The most enlightening? • The most encouraging? • The most empowering? • The one that you felt would bring the greatest outcomes for you? (c) Copyright CTA CHCCSL506A, MODULE 5 PRAC Version Date: 11.3.13