Counselling Skills for Health Professionals

Hough, Alexandra

doi:10.1016/s0031-9406(10)60783-3

Cited by 3 publications

(4 citation statements)

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“…Moreover, counseling is an important role of social workers in healthcare settings during the COVID-19 pandemic. Hough (2010) argues that the major component of counseling encompasses a relationship that is based on support, principles of empowerment of the client, confidentiality, and identification of resources. Since medical social workers have skills and competencies in providing counseling (Dako-Gyeke et al, 2018), they have used these skills with other allied healthcare teams to deal with the emotional and social consequences of the pandemic.…”

Section: The Role Of Medical Social Workers During the Covid-19 Pandemicmentioning

confidence: 99%

The role of social work in the healthcare settings during the COVID-19 pandemic in Africa

Kodom

2022

International Social Work

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Globally, the social work profession seeks to empower and support vulnerable groups during the COVID-19 pandemic. These roles and responsibilities seem to be lagging in Africa as the potentials of social workers are underutilized in many areas of practice including the hospital setting. Given the contributions of medical social work, this article highlights the roles of social workers in healthcare delivery amid the COVID-19 pandemic. In addition, it emphasizes the challenges of medical social work. Since healthcare delivery requires collaboration, suggestions are made regarding ways to incorporate medical social work in healthcare settings for optimal healthcare delivery.

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Section: The Role Of Medical Social Workers During the Covid-19 Pandemicmentioning

confidence: 99%

The role of social work in the healthcare settings during the COVID-19 pandemic in Africa

Kodom

2022

International Social Work

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“…The therapeutic relationship is developed for the benefit of the client (Bayne & Jinks, 2010), but the student's social relationships may reside anywhere on a spectrum of reciprocity. Each therapeutic relationship is built within the safety of professional boundaries, usually set out in contracts at the beginning of counselling (Hough, 2014). However, the student's personal relationships are likely to be built on the organic growth of trust over time and the boundaries may be less clear.…”

Section: Introductionmentioning

confidence: 99%

The perceived impact of counselling training on students' personal relationships

Daldorph

Hill

2022

Couns and Psychother Res

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BackgroundDespite the urban myth of “the divorce course,” there is little research to support this perception of counselling training programmes. Studies exploring the lived experiences of counsellors in training have referred to relationship changes, but none have made these their primary focus. Research is needed to enhance our understanding of this formative stage for counsellors.AimsThe purpose of this ideographic study is to gain new perspectives on the perceived impact of counselling training on trainees' personal relationships by exploring the lived experiences of five counsellors who completed their training in the last 18 months.MethodThrough a process of volunteer and snowball sampling, qualified counsellors were invited to participate in individual semistructured interviews, which were recorded and transcribed. Due to the small sample size and the emphasis on how each participant made meaning of their own experience, interpretative phenomenological analysis was chosen to interpret the findings.FindingsDetailed analysis and interpretation of the data filtered into two superordinate themes: permission to change; and the challenge of integration. ConclusionThe data revealed that training had a significant multifaceted impact on the personal relationships of all participants. Participants' experience of their training group and of personal therapy was found to be an important factor in this change, as were themes of agency and identity. The majority of ruptures in extant relationships took place early in training. Further research is needed, perhaps into the experiences of loved ones in relationships with student counsellors.

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“…The process of learning through observation appears to be central to the acquisition and development of skill within a range of domains, including teacher training (Miranda et al ., 2007; Blair, 2008; Clements & Klinger, 2010), working with pre-school children (Hobart & Frankel, 2009; Riddall-Leech, 2010), healthcare practitioner training (Morris, 2003) and counselling training (Connor, 1994; Hough, 2010). In music, observational learning has been used within music therapy training (Hoskyns, 2002) and in learning conducting skills (Gonzo & Forsythe, 1976; Duke & Prickett, 1987; Johnston, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Some areas of vicarious learning highlight the learning relationship with a partner or mentor. In training to be a music therapist or counsellor, individual relationships enable the learner to acquire skills in client observation (Connor, 1994; Hoskyns, 2002; Hough, 2010) and in behavioural modelling (Hough, 2010). In teacher training, validation of one's observations through discussion with a mentor can affirm and empower the trainee (Blair, 2008, p. 107).…”

Section: Introductionmentioning

confidence: 99%

Observational learning in the music masterclass

Haddon

2013

Brit. J. Music. Ed.

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This article contributes to research on music masterclasses through examining learning through observation. It investigates how students are learning as observers in this context; whether and how they will transfer their masterclass learning to their own instrumental/vocal development, and whether they have discussed learning through observation. Data were gathered from higher education students observing two masterclasses. Their responses indicate observation of technical, musical, performative and pedagogic elements. However, they also suggest limited discussion of observation and of the processes involved in implementing observational learning within their own work. The findings suggest that there is scope for enhanced learning in the masterclass, including developing perception through facilitated engagement with systematic observation and consideration of processes of transferable learning. These may have positive implications for extending learning in other contexts.

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Counselling Skills for Health Professionals

Cited by 3 publications

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The role of social work in the healthcare settings during the COVID-19 pandemic in Africa

The role of social work in the healthcare settings during the COVID-19 pandemic in Africa

The perceived impact of counselling training on students' personal relationships

Observational learning in the music masterclass

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