Personal Development in Counsellor Training by Hazel Johns

Author:Hazel Johns [Johns, Hazel]
Language: eng
Format: epub
Tags: Psychology
ISBN: 9780857024961
Google: Id2SUF24JWkC
Barnesnoble:
Goodreads: 15864638
Publisher: SAGE
Published: 1996-09-26T00:00:00+00:00

the trainer is also a learner about the trainee, their interaction and the trainee’s effect on her;

the process is interactive, in that both are open to change and new awareness;

the trainer, while being fully engaged and not judgemental, operates both as reflecting mirror – this is what I see and notice – and as a ‘licensed idiot’ questioning the obvious.

All of this asks a great deal of a counsellor trainer, but reflects a reciprocal commitment to that of the trainee. The challenge in terms of trainer personal development is to negotiate a position between wearing expertise lightly, yet not be locked into being the expert; having status and authority, yet work for equality of value and willingness in the training relationship; make judgements about the professional competence of trainees but avoid being either judgemental or unknowingly over-influential.

As Clark emphasizes, to learn and to change require willingness, trust in and support for ourselves and those around us. Some trainees will survive and flourish, whatever the challenges; there will, of course, be others who will not be ready or able to embark on the process, however careful selection has been, and however high the value placed on this in counselling training. Trainers then have a difficult responsibility: all training programmes will have expectations and standards of movement in the direction of certain kinds of change and yet all individual trainees, having been accepted onto a course, also have rights, needs and expectations of support. The concept of the ‘teachable moment’ Rogers (1986), is relevant; and resistance to learning, as Clark reminds us, can be defined as a protection against the dangers of learning and change. A crucial element of any trainer’s work on herself will be to examine her own responses to negative or resistant attitudes in course members, to work for an understanding of those attitudes and to find acceptable ways of working with, around or towards the trainee’s unwillingness to learn, in supervision, tutorials and other personal development activities. A degree of self-challenge may be relevant here, to any trainer’s fundamental philosophy about learning and training:

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