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Qualification - Certificate in Child and Youth Counselling

Course CodeVRE901
Fee CodeCT
Duration (approx)600 hours
QualificationCertificate

Study Child and Youth Counselling - Study this course consisting of six modules as a way to improve your job and career prospects in this rewarding field.

  • Would you like to work with children and young people?
  • Do you want to improve your knowledge of child psychology and counselling?
  • Do you want to improve your job prospects in this field?
  • Study the Certificate in Child and Youth Counselling to achieve your aims.
  • The course consists of six modules. There are TWO core modules of Child Psychology and Counselling Skills I.
  • You then choose FOUR modules from a list of electives including Adolescent Psychology, Careers Counselling, Anger Management and much more....
  • The course is recognised by IARC (International Accreditation and Recognition Council)

This course is suitable for -

  • People who want to work with children and adolescents
  • People who want to improve their job and career prospects in the field.
  • Parents
  • Carers 
  • Youth and Community workers
  • Social workers
  • Teachers
  • Teaching Assistants
  • Nursery workers
  • Preschool workers
  • Support workers and many more professions who work with children.....

Modules

Core ModulesThese modules provide foundation knowledge for the Qualification - Certificate in Child and Youth Counselling.
 Child Psychology BPS104
 Counselling Skills I BPS109
 
Elective ModulesIn addition to the core modules, students study any 4 of the following 14 modules.
 Anger Management BPS111
 Counselling Skills II BPS110
 Introduction To Psychology BPS101
 Adolescent Psychology BPS211
 Careers Counselling BPS202
 Child and Adolescent Mental Health BPS214
 Counselling Children BPS218
 Counselling Techniques BPS206
 Developmental Psychology BPS210
 Developmental, Learning and Behavioural Conditions in Adolescents and Children BPS215
 Family Counselling BPS213
 Grief Counselling BPS209
 Abnormal Psychology BPS307
 Life Coaching BPS305
 

Note that each module in the Qualification - Certificate in Child and Youth Counselling is a short course in its own right, and may be studied separately.


Summary of Core Modules –
 
CHILD PSYCHOLOGY

There are 12 lessons in this course:
    Introduction to Child Psychology
        Levels of development, nature or nurture, isolating hereditary characteristics, Cause versus correlation, continuity versus discontinuity, cross sectional and Longitudinal studies, Reliability of verbal reports
    The Newborn Infant
        The Interactionist Approach, Range of Reaction, Niche Picking, Temperament Stimulus seeking, Emotional Disturbances During Pregnancy
    States & Senses of the Infant
        Sensory Discrimination, Infant States (sleep, Inactivity, Waking, Crying etc), Why are Psychologists so concerned with defining and describing these infant states?, Habituation, Crying, Soothing a Distressed Baby, Sound Discrimination, Smell and Taste Discrimination, Visual Discrimination, Depth Perception, Oral Sensitivity
    Learning
        Habituation, Vicarious Learning, Classical Conditioning, Operant Conditioning, Reinforcement, The Importance of Learning Control, etc
    Emotions and Socialisation
        Producing and Recognising Emotional Expression, Smiling, Biological Explanation, Perceptual Recognition Explanation, The Mother-Child Attachment, Freudian Approach Bowlby's Approach, Social Learning Approach, Harlow's Approach, The Role of Cognition in Attachment Formation, Maternal Attachment, Fear, Social Learning, Perceptual Recognition, Woman's Duel Role as Mothers and Workers, Day Care.
    Cognitive Development
        Developing the ability to reason.
    Language Development
        Is language learned, or are we genetically programmed with it, The Social Learning Approach, The Hypothesis testing Approach, Under extending
    Intelligence
        Measuring Intelligence, Cultural Bias, IQ, Testing Intelligence as a tool.
    Socialisation: Part A
        Social Cognation -self awareness, -awareness of others as individuals in their own right, -the development of empathy, -taking turns, -having a point of view/perspective,-ability to see something from another persons perspective. Friendships, Social Scripts Pretend Play
    Morality
        Moral development, Aggression & Altruism, Freud's Approach, Piaget's Approach, Kohlberg's Approach
    Sexuality
        Freuds phases (oral phase, anal phase, phallic phase, latent phase, genital phase) The Acquisition of Gender & Role Identity, Concept of psycho-social development
    Socialisation: Part B
        The Family Influence, Discipline, Siblings, Family Structures, School Influence, Peer Influence, Acceptance & Rejection, Imitation & Reinforcement.


Aims
    Identify key concepts and issues in child psychology
    Understand theories on the psychology of the newborn infant
    Explain the different types of sense discrimination that babies develop
    Identify how children learn and influences on learning
    Discuss theories of emotion and their basis in child behaviour
    Explain how children develop cognitively
    Explain how children develop language
    Explain influences on the development of intelligence in a child
    Explain personal aspects of socialisation
    Explain factors affecting the development of morality in children
    Explain the development of sexuality within children
    Explain the impact of schooling and family structures on personality development

COUNSELLING SKILLS I
There are 8 lessons in this course:
    Learning Specific Skills: Methods of learning; learning micro-skills
    Listening and Bonding: Meeting and greeting; helping the client relax; listening with intent
    Reflection: Paraphrasing; reflection of feeling; client responses to reflection of feelings; reflection of content and feeling
    Questioning: Open and closed questions; other types of questions; goals of questioning
    Interview Techniques: Summarising; confrontation; reframing
    Changing Beliefs and Normalising: Changing self-destructive beliefs; irrational beliefs; normalising
    Finding Solutions: Making choices; facilitating actions; gestalt awareness circle; psychological blocks
    Ending the Counselling: Terminating the session; closure; further meetings; dependency, confronting dependency
 
Aims
    Acquire 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.

What You Will Do
    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/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.
 

Children Need Meaningful Relationships

Normally a child's first, most important, and enduring relationships will be in their family. At times peer relationships can become more significant; but often it is the family relationships that endure. This is not always the case though.
 
Family interactions are a central part of the young child’s world.  Emotions and conflict as well as play and humour, are at the core of the way in which the child learns (Dunn, 1988). Hinde (1987) argued that all relationships need to be seen in their social and cultural contexts.  
 
 
Depending on the family environment, they may experience positive relationships with their parent/s, siblings and extended family.  
 
 
Children who share close, meaningful, quality relationships with their family learn which behaviours are morally and ethically appropriate, and which are unacceptable within a given society. 
 
 
Additionally they learn which behaviours produce positive and negative effects within their immediate family, school and peer environments.
 
 
In a family unit, children learn which emotions and feelings are suitable within a situation and they are able to use these emotions and feelings within a home environment or school setting to cope with everyday conflicts and problems. Children build on existing or potential relationships based on an ability to interact effectively with different people and increasing knowledge of effective relationships with others.
 
 
At five or six, children also go off to kindergarten or school, starting their educational journey, which lasts for many years.  As the journey begins it seems like such an intense beginning, but soon the child will be learning and evolving into a differently educated individual.
 
 
 
More sophisticated thinking:  Piaget’s perspective
 
By the age of four children are developing a more complete understanding of concepts and tend to change and evolve. However their thought is dominated more by perception than logic. This is clearly illustrated by conservation experiments. In such an experiment a pre-operational child may be shown two balls of clay that the child acknowledges are equal in size, one of which is then squashed. The child is now asked if both lots of clay are equal. A child at this stage will say they are not longer equal.
 
 
Although the child is still unable to think in a truly logical fashion, they may begin to treat objects as part of a group. The pre-operational child may have difficulty with classification. This is because, to a pre-operational child, the division of a parent class into subclasses destroys the original group. 
 
 
For example, a child has a pile of toy vehicles - which are then split into trucks and cars. Next the child is asked 'Tell me, are their more trucks than vehicles, or less, or the same number?' the child will almost always say there are more trucks than vehicles!
 
 
In the latter part of the preoperational period, the child begins to have an understanding between reality and fantasy. The child also begins to understand sex roles in society – they understand that “mommies are women and daddies are men”.
 
 
 
Theories of intelligence
 
The study and measurement of intelligence has been an important research topic for nearly 100 years. IQ is a complex concept, and researchers in this field argue with each other about the various theories that have been developed. There is no clear agreement as to what constitutes IQ or how to measure it. There is an extensive and continually growing collection of research papers on the topic.
 
 
 
Psychometric Theories
 
Psychometric theories have sought to understand the structure of intelligence: the form it takes, its categories, and its composition. Underlying psychometric intelligence theory is a psychological model according to which intelligence is a combination of abilities that can be measured by mental testing. These tests often include analogies, classification/identification, and series completion. Each test score is equally weighted according to the evidence of underlying ability in each category.
 
 
 
Cognitive Theories
 
Underlying the cognitive approach to intelligence is the assumption that intelligence is comprised of a set of mental representations of information, and a set of processes that operate the mental representations. It is assumed that a more intelligent person represents information better, and operates more quickly on these representations than does a less intelligent person.
 
 
 
Cognitive-Contextual Theories
 
Cognitive-contextual theories address the way cognitive processes operate. The two major cognitive-contextual theories are of Howard Gardner and Sternberg.
 
 
 
Biological Theories
 
Biological theories are radically different approaches to intelligence, seeking to understand intelligence in terms of its biological basis instead of hypothetical factors or abilities. These theorists, called reductionists, believe that a full understanding of intelligence will only result from the identification of its biological substrates.
 
 
 
 
Study Child and Adolescent Psychology
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Meet some of our academics

Lyn QuirkM.Prof.Ed.; Adv.Dip.Compl.Med (Naturopathy); Adv.Dip.Sports Therapy Over 30 years as Health Club Manager, Fitness Professional, Teacher, Coach and Business manager in health, fitness and leisure industries. As business owner and former department head for TAFE, she brings a wealth of skills and experience to her role as a tutor for ACS.
Tracey JonesWidely published author, Psychologist, Manager and Lecturer. Over 10 years working with ACS and 25 years of industry experience. Qualifications include: B.Sc. (Hons) (Psychology), M.Soc.Sc (social work), Dip. SW (social work), PGCE (Education), PGD (Learning Disability Studies).
Gavin ColePsychologist, Educator, Author, Psychotherapist. B.Sc., Psych.Cert., M. Psych. Cert.Garden Design, MACA Gavin is both a highly experienced Psychologist and tutor. Gavin has over 25 years experience in the Psychology industry, and has been working with ACS since 2001. He has worked in both Australia and England, and has been involved in writing numerous books and courses in Psychology and Counselling


Check out our eBooks

Psychological ProfilingPsychological profiling is used to assess anyone from potential new staff and school children to serial killers. It helps you to determine someone’s personality, neuroses, mental health and career suitability. This book provides an excellent overview of psychological profiling techniques and pitfalls.
Psychology DictionaryWritten by professional psychologists, this “dictionary of psychology” contains descriptions for common terms used in Psychology. There are many terms used in the area of Psychology alone, that are explained throughout this text. Other terms have been taken from everyday language and used in a different context to describe psychological phenomena. 66 pages
Counselling HandbookFull of interesting case studies, this ebook is a wonderful introduction to the complex world of the human psyche. Chapters include: Using Counselling, Seeing Behind the Mask, Emotions and Attitudes, Communicating Better, Theory vs Practice, Diffusing Difficult Situations and Golden Rules for Counselors. 43 pages
How Children ThinkLearn more about child psychology and how children think. Have you ever tried to make a child clean up their mess, stop throwing mud or stop drawing on the walls? Then you will know that children think differently to adults. This book is for parents or students of psychology. Seven chapters cover: developmental stages, the influence of nature and nurture, creating balance, changing behaviours, problems and solutions, and staying up to date. 73 pages 40 colour photos