Personal and Professional Development (2020)

Personal and Professional Development

Connor Jefferies

City, University of London

While studying the Postgraduate Certificate in Counselling Psychology, both my theoretical understanding and practical ability have improved. This learning has been supplemented by reflective activity. Specifically, thoughts and feelings about my personal and professional development have been logged in a journal. This essay aims to map out these reflections, linking areas of development to the theories and practice of counselling psychology.

Postgraduate Certificate in Counselling Psychology

Term One

To begin our first lecture, Dr XXX XXX organised a group discussion in which to introduce ourselves and share our expectations, hopes and fears regarding the course. I recall feeling eager to learn more about this field of work but anxious about the greater level of independence required. However, I was pleased with the highly interactive nature of class discussion.

In the Theoretical Models module, I felt particularly drawn towards the optimistic tone of person-centred therapy. Specifically, Rogers’ (1957) necessary and sufficient conditions for therapeutic change resonated with my perspective on life. The humanness of empathy, unconditional positive regard and congruence were appealing and themselves felt authentic, such that I would not have to act to behave in a person-centred way.

Secondly, the problem-oriented and empirical nature of Beck’s (1967) cognitive-behavioural therapy (CBT) attracted me. Solving problems logically, by looking at the evidence for and against, is practicable and one may also observe positive change attributable to the principles of CBT. Previously, I was cynical about psychodynamic psychotherapy due to its inherently unobservable and unmeasurable nature. However, my ignorance towards this approach lessened after learning how childhood experiences can affect later development (Bowlby, 1969/1982).

Reading about these theories has sparked my interest in the profession of counselling psychology. For my theories essay, I thoroughly enjoyed reading Mearns, Thorne, and McLeod’s (2013) case studies, which explored theory and skills relevant to person-centred therapy. Kennerley, Kirk, and Westbrook’s (2017) introductory text on applying skills in CBT also piqued my interest. This has led me to strongly consider a Low-intensity CBT course training as a Psychological Wellbeing Practitioner (PWP). This will involve working with clients with mild to moderate depression and anxiety within an Improving Access to Psychological Therapies service.

Counselling Skills with Dr XXX XXX also excited me. Discussions with students from various backgrounds on different career trajectories were supplemented by Egan (2014). Having previously learned the basics of counselling skills, my confidence in applying them has improved following the weekly role-play sessions in this module. I also enjoyed observing fellow students in triad work. Exposure to their unique styles of practice has helped immensely in shaping my own. Observing experienced practitioners has personally felt very rewarding and their willingness to impart their wisdom unto me has also been a pleasure.

Comparing my confidence levels on the first and last days of Term 1, I would not expect to detect any change. However, I believe this early confidence, really, was arrogance and that this has somewhat decreased (I hope!). I am glad, though, to have summoned the courage to engage in role-play before a large audience in my final week. Again, observing different individuals as counsellor in this setting was instructive.

Term Two

Throughout the course, I experienced an increase in university-related anxiety, not like that which I had experienced as an undergraduate. This struck me as odd, given the reduced workload. However, I believe this increase came from the knowledge that this learning is vital in reaching my life’s goal of becoming a counselling psychologist. Ironically, anxiety soon prevented me from learning (about anxiety!).

In Term 2, despite having received positive feedback for previous work, the task of writing a booklet felt impossible. Exerting excessive cognitive activity on the fact that “I have written absolutely nothing today” left no motivation nor time to attempt work. This daily cycle of increased anxiety and decreasing time left to alleviate it led me to draft a long email about quitting university. However, I got medication, which has helped me to better focus. Needless to say, I am glad I did not quit.

Having given poor-quality presentations at University of Southampton (UoS) due to lack of preparation, I have since felt anxious about choking up in subsequent presentations. However, an informal conversation with XXX alerted me to the idea I am a perfectionist. This new perspective has increased my self-awareness and my self-confidence regarding presentations. Thereafter, presenting on panic disorder was a pleasant experience. This relieves anxiety about delivering future presentations within counselling psychology and has also helped me to identify and address my perfectionism in other areas of life (e.g., music performance).

By the end of Term 2, I noticed I had asked much fewer questions via email about coursework. My questions during class were still endless, but I no longer expected to be ‘spoonfed’ as I did at UoS. I believe this is helpful in preparation for the independence and maturity expected of doctoral students. Despite feeling stressed due to ambiguities in the class group chat, I believe privately discussing coursework with trusted course-mates and my medication, too, helped to alleviate some coursework-related anxiety.

On beginning the course, I was pleasantly surprised by the age-range of my cohort. This was a stark difference from my undergraduate demographic. This meant accommodating to a more mature learning environment with alternative perspectives. I soon discovered that I was limited by youth in that this field of work necessitates some degree of wisdom gained through life experience.

Learning developmental theories also exposed my immaturity. According to Erikson (1959), adolescence is a time to explore identity, including roles, goals, and values. Young adulthood, then, involves sharing this identity within an intimate relationship, be it a friendship or romantic relationship (Austrian, 2008). This year, I befriended several course-mates with similar career goals and hobbies. I also formed my first romantic relationship. With my partner, I have shared my personality (e.g., sense of humour) and we have established a close relationship in which we have meaningful discussions about various topics.

Moreover, Hazan and Shaver (1987) conceived of adult romantic relationships as an attachment process, in which partners securely or insecurely attach themselves to one another based on their cognitive appraisals of attachment from childhood (Bowlby, 1969/1982). Indeed, my partner and I provide each other with emotional security by being available and exploring problems together, thereby alleviating each other’s university-related anxiety. Gradually, this relationship has helped me to mature and to become less selfish.

However, in other areas of life, my anxiety increased. Coronavirus triggered my health anxiety, explaining a week’s absence from work and one day off from university. In hindsight, sending “I’m absent today due to having a cold :(” was both unprofessional and avoidable. I have since improved my etiquette, as XXX indicated this is good practice for my future career.

As it appears to affect my personal and professional life, I have recently reflected on my health anxiety. My current understanding of CBT has helped me to identify and challenge unhelpful thoughts in a realistic way before behaving drastically. For example, I will consider whether present symptoms have arisen before. As they did not kill me then, they should not kill me now. Based on research, I have also monitored and changed my lifestyle (e.g., exercise, reduced caffeine intake). In many ways, my education has helped me to become more self-aware – a humanistic quality associated with counselling psychology (Orlans, 2012).

Term Three

In Term 3, I have thought deeply about my future within the field of counselling psychology. I carefully considered areas of research I might enjoy specialising in. This process involved reflecting on which topics might be meaningful within my own experiences. I researched several topics: humour, deception, and psychological mindedness. Finally, I chose self-concealment.

A review of this literature revealed that many clients choose to conceal topics, such as sex and desire, due to shame or embarrassment (e.g., Kelly & Yuan, 2009). This finding was particularly interesting: despite the contract of confidentiality, which is fundamental to the therapeutic relationship, clients feel disinclined to reveal intimate information to their therapists due to its perceived consequences (Baumann & Hill, 2016).

However, theory (e.g., Lane & Wegner, 1995) suggests concealment is psychologically unhealthy. Therefore, as a future counselling psychologist, I hope to facilitate growth by educating clients about disclosure, contract, and the relationship early on (McWilliams, 2004). Other research has revealed that clients conceal suicidal thoughts for fear of being hospitalised (Blanchard, 2017). This intriguing finding has inspired me to consider conducting my doctoral thesis on how psychoeducation affects suicide-related disclosure in psychotherapy. Presumably, an understanding that disclosing suicidal thoughts will not necessarily lead to hospitalisation will relieve client anxiety and promote disclosure.

My education in counselling psychology has also influenced my personal life. Above, I mentioned I was absent from work due to health anxiety. On return, my store manager asked whether retail work is appropriate for me given my disorder. This incident led me to distribute my booklet about panic disorder to promote awareness of, and a more positive attitude towards, mental health. The response I received was encouraging. I have since taken greater pride in, and ownership of, my work. With experience, I hope to write an academic book within the field of counselling psychology.

Evidently, I have benefitted from engaging with empirical research and reflective practice during this course. These are assets associated with counselling psychology (British Psychological Society, 2005; Lane & Corrie, 2006). I look forward to developing my identity as a scientist- and reflective-practitioner moving forward.

Work and Ethics

Although I enjoyed the social aspect of retail, selling products such as tobacco and scratch cards felt frustrating as this unhealthy lifestyle is incongruous with my personal values. This academic year, I have been desperate to begin my career within a helping profession. As part of the Postgraduate Certificate, several voluntary positions were recommended, including Victim Support and Shout. AGCAS (2020) also recommend experience within a victim support unit before training as a counselling psychologist.

In October 2019, I began training with Victim Support. Thus far, client work has involved applying counselling skills, such as an empathic tone, reflections, and paraphrasing. An understanding of advisable lifestyle changes (e.g., mindfulness) and available psychological therapies from my experience on the course has also helped in signposting clients to other relevant services or organisations (e.g., Shout) in the wider community. Having gained some experience, I applied for a mental health role in preparation for the Doctorate.

Accepting a job as a crisis recovery worker with Mental Health Matters (MHM) was the first step in building my career. This role involves drawing on appropriate knowledge and skills in a person-centred way, i.e., in the client’s best interests. Working with clients from various backgrounds with various presentations has led to a more holistic approach to client practice and has highlighted the importance of tailoring support and relevant interventions to the unique contexts in which they live. Indeed, the humanistic value base underpinning counselling psychology endorses holism and understanding clients in context (Strawbridge & Woolfe, 2010).

Given its implications, safeguarding concerns are arguably the most important consideration within counselling psychology. However, inexperience in the field has meant that, although theoretically I am familiar with the issue of confidentiality and limits thereof, applying this knowledge to practice is more complicated. Namely, that which constitutes a safeguarding concern is, at times, subjective. For example, which behaviours pass threshold to be considered ‘domestic violence’? As it is for me, I imagine this issue is anxiety-provoking for most other practitioners. However, I believe that with experience, my confidence around this issue will improve.

Working with clients also involves maintaining confidential records. Over time, I have learned to write notes more concisely, thereby helping other practitioners to inexpensively grasp the crux of a case. To ensure safety, anonymity, and high-quality care, I am careful to write notes objectively and accurately and to store them safely and securely. These skills and ethical awareness will inevitably carry into subsequent work throughout my career.

Altogether, working with Victim Support and MHM has already been a positive learning experience and has helped me to mature. I look forward to growing as a person and as a practitioner within these organisations and as a trainee counselling psychologist later on.

Summary

In short, I have thoroughly enjoyed studying the Postgraduate Certificate in Counselling Psychology. I particularly identify with person-centred and cognitive-behavioural therapy due to their humanness and rationality, respectively. Learning about and applying counselling skills has also increased my confidence, especially having observed other students’ individual styles of practice.

On a personal level, I believe I have become more aware of, and able to manage, my university-related and health anxiety, due to reflective and scientific practice. I also believe I have grown more mature and independent, thus enhancing my preparedness for the Doctorate. Research about client concealment has been insightful and has inspired me to consider researching this topic for my doctoral thesis.

In the meantime, I plan to continue working within the mental health industry and train as a PWP. Then, I look forward to integrating the knowledge and skills I have acquired from this course and the increased maturity and ethical awareness gained from professional practice into my doctoral training as a counselling psychologist.

References

AGCAS (2020). Counselling psychologist. Retrieved June 10, 2020, from https://www.prospects.ac.uk/job-profiles/counselling-psychologist/

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Beck, A. T. (1967). Depression. New York, NY: Harper and Row.

Blanchard, M. P. (2017). Concealment of suicidal ideation in psychotherapy [Doctoral dissertation, Columbia University]. Academic Commons. https://doi.org/10.7916/D8G73S5P

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