Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...

 
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
An evidenced informed curriculum framework for
working with children and young people (4–18 years)

Counselling children
and young people
(4–18 years) training
curriculum
BACP Professional Standards
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
Counselling children and
young people (4–18 years)
training curriculum

This Counselling children and young people
(4–18 years) training curriculum is published
by the British Association for Counselling and
Psychotherapy, BACP House, 15 St John’s Business
Park, Lutterworth, Leicestershire, LE17 4HB.
T: 01455 883300
bacp@bacp.co.uk
www.bacp.co.uk

BACP’s primary purpose is to support counsellors
and help them better serve their clients.
Company limited by guarantee 2175320 in England
and Wales, and a registered charity 298361.
Copyright © 2020 British Association for
Counselling and Psychotherapy. All rights reserved.
Permission is granted to reproduce for personal and
educational use only. Commercial copying, hiring
and lending are prohibited.
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
3   BACP counselling children and young
    people (4–18 years) training curriculum

    Contents
    Introduction                                                  5
    Rationale                                                     6
    Overall aim of the curriculum                                 6
    Curriculum structure                                          7
    Curriculum delivery                                          10
    A typical session                                            13
    Placements and supervision                                   13
    Assessment framework                                         14

    Stage 1:
    Introduction to counselling children
    and/or young people                                          15
    Introduction                                                 16
    Course entry requirements                                    17
    Course content                                               17
    Learning outcomes                                            18
    Subject areas
    1 Ethical and professional practice (1)                      19
    2 Child protection and safeguarding (1)                      20
    3 Child and adolescent development and transitions (1)       21
    4 Communication with children and/or young people (1)        22
    5 Beginnings and endings with children and/or young people   23
    6 Risk assessments (1)                                       24
    7 Mental health and children and young people                25
    8 Working within the context of the counselling setting      26

    Stage 2:
    Formal award in counselling children
    and/or young people                                          27
    Introduction                                                 28
    Course entry requirements for Stage 2 (Formal award)         28
    Course content                                               29
    Placements and supervision                                   30
    Subject areas
    9 Ethical and professional practice (2)                      32
    10 Child protection and safeguarding (2)                     34
    11 Child and adolescent development and transitions (2)      36
    12 The theory and principles of the counselling approach     39
    13 Therapeutic relationships with younger clients            41
    14 Communication with children and/or young people (2)       44
    15 Working with children and/or young people’s emotions      46
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
4   BACP counselling children and young
    people (4–18 years) training curriculum

    Contents cont.

    16   Using play in therapy with younger clients                     49
    17   Endings                                                        52
    18   Risk assessments (2)                                           54
    19   Collaborative assessments                                      56
    20   Using measures and monitoring outcomes                         59
    21   Working with cultural diversity                                61
    22   Mental health, pharmacology and children and/or young people   63
    23   Engagement with children, young people, parents and carers     65
    24   Working within and across agencies                             67
    25   Working in a school setting                                    69
    26   Working in a voluntary/community sector setting                71
    27   Holding the overall perspective                                73
    28   Supervision                                                    75

    Stage 3:
    Additional subject areas for advanced and
    top-up awards or post-qualifying CPD                                77
    Introduction                                                        78
    Subject areas
    29 Working with groups                                              79
    30 Alternative models of intervention                               81
    31 Emotional health promotion in schools                            82
    32 Using self-help materials                                        84
    33 Applied relaxation                                               86

    Reading list and resources                                          87
    Essential reading			                                                88
    Supplementary reading materials			                                  89
    Appendix
    A Suggested post-Stage 1 student feedback questionnaire             95
    B Suggested post-Stage 2 student feedback questionnaire             96
    C CYP training delivery options and requirements                    97
    D Counselling children and young people (4–18 years)
       training curriculum pathway options and entry points             98
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
5   BACP counselling children and young
    people (4–18 years) training curriculum
                                              Introduction

    Introduction
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
6   BACP counselling children and young
    people (4–18 years) training curriculum
                                                          Introduction

                                                          • 031 Legal Resource: Safeguarding CYP in
    Rationale                                                England, Wales and Northern Ireland
                                                          • 038 Commonly asked questions about the Ethical
                                                             Framework for the Counselling Professions
    This curriculum has been developed in a
                                                          • 042 Fact Sheet: Working with suicidal clients
    climate of increasing concern for the mental
                                                          • 044 Fact Sheet: Ethical decision making in the
    health of children and young people. It is,
                                                             context of the counselling professions
    therefore, timely, since the demand for
                                                          • 046 Commonly Asked Questions: Working with CYP
    counsellors in schools, the NHS and other
                                                          • 052 Legal Resource: Understanding child
    child/youth establishments is rising. This
                                                             protection in Scotland
    BACP Counselling children and young people
                                                          • 053 Legal Resource: Understanding the Children’s
    (4–18 years) training curriculum provides
                                                             Hearing System in Scotland
    a consistent minimum standard to which
                                                          • 057 Legal Resource: Suicide in the context of the
    counselling practitioners of children and/or
                                                             counselling professions in England and Wales.
    young people aged 4–18 should be trained
    and provides a subject area guide for the full        These resources are available to BACP members
    programme. The curriculum offers training             and can be found at https://www.bacp.co.uk/
    providers a framework for a comprehensive             gpia
    course, reflecting the BACP Competences
    for humanistic counselling with children and          It is also recommended that this curriculum is
    young people (4–18 years), the writing of which       used alongside the BACP Ethical Framework for
    was overseen by an Expert Reference Group             the Counselling Professions which can be found
    (ERG) and developed using the Roth & Pilling          at www.bacp.co.uk/events-and-resources/
    (2008) methodology. It is recommended that            ethics-and-standards/ethical-framework-for-
    this curriculum be read in conjunction with           the-counselling-professions
    these competences, which can be found at
    www.bacp.co.uk/ethics/competences_and_
    curricula/
                                                          Overall aim of the
    In addition, courses and students are
    encouraged to make reference to BACP’s Good           curriculum
    Practice in Action Resources, in particular:
                                                          The aim of this curriculum is to enable
    • 002 Legal Resource: Counselling children and       counselling practitioners to gain knowledge of,
       young people in school contexts in England,        and competence in, working with children and/
       Northern Ireland and Wales                         or young people aged 4–18 years in order to
    • 003 Legal Resource: Adoption law in England        practise with this age group in an ethical and
       within the counselling professions                 effective way.
    • 005 Legal Resource: Adoption law in Northern
       Ireland and Wales within the counselling           BACP’s Counselling children and young people
       professions                                        (4–18 years) training curriculum is aimed
    • 011 Commonly Asked Questions: Monitoring the       at training providers who wish to deliver
       supervisory relationship from the perspective      counselling training for work with children and/
       of a supervisee                                    or young people (4–18 years) in a variety of
    • 014 Legal Resource: Managing confidentiality       different contexts. It is not the same as the CYP
       within the counselling professions                 IAPT Curriculum for evidence based counselling
    • 025 Legal Resource: Adoption law in Scotland       practice which is aimed at postgraduate level
       within the counselling professions                 training within an IAPT context, although the
    • 026 Legal Resource: Counselling children and       two curricula are both underpinned by BACP’s
       young people in school contexts in Scotland        Competences for humanistic counselling with
    • 029 Legal Resource: Mental health law within the   children and young people (4–18 years).
       counselling professions in England and Wales
Counselling children and young people (4-18 years) training curriculum - An evidenced informed curriculum framework for working with children and ...
7   BACP counselling children and young
    people (4–18 years) training curriculum
                                                           Introduction

                                                           Core training for counselling
    Curriculum structure                                   children and young people
    The training curriculum is divided into three parts:   The CYP training curriculum can also be used to
                                                           inform core practitioner training that specialises
    Stage 1:                                               in counselling children and young people. Such
    Introduction to counselling children and/or            courses are encouraged to incorporate all of the
    young people                                           elements in Stages 1, 2 and 3 of the curriculum
                                                           into the course. However, given that the CYP
    Stage 2:                                               training curriculum is designed for students who
    Formal award in counselling children and/or            have already completed their core counsellor
    young people (e.g. certificate or diploma)             training, greater time and attention will need
                                                           to be given to the theory, principles, skills,
    Stage 3:                                               personal development and professional practice
    Additional subject areas for advanced and top-         elements that are not included here.
    up awards or for post-qualifying CPD.
                                                           In addition, to align with core training
    The curriculum is designed to be flexible to meet      for working with adults and with BACP’s
    the varied needs of different training providers       requirements for registration and individual
    and the experience and/or previous training            accreditation, such courses would need to be
    of practitioners. Courses may wish to deliver          at least one year full-time or two years part-
    Stage 1 in isolation, or Stages 1 and 2 together       time and include at least 450 hours of tutor
    as part of the full award (see Appendix D:             contact time. Students will need to undertake a
    Pathway options). Some or all of the subject           minimum of 100 hours of counselling practice
    areas included in Stage 3 can be included within       with children and young people in a supervised
    training courses that are more advanced awards,        counselling placement. There should be an
    or later for top-up awards. These subject areas        assessment to ascertain students’ competence
    can also be delivered separately as CPD training       and readiness to begin working with real clients
    to support the ongoing development of post-            before commencing the placement, and a final
    qualified children/young people’s counsellors.         assessment of counsellor competence at the
                                                           end of the course.

    Training for work with different
    age ranges                                             Stage 1: Introduction to
    The curriculum can be delivered for work with
                                                           counselling children and/or
    the full age range of children and young people        young people
    (4–18 years) or can focus on just one age group        The first stage of the training curriculum gives
    i.e. children (4–10 years) or young people             counsellors the basic skills and competences
    (11–18 years). All of the subject areas in Stages      to begin working with children and/or young
    1 and 2 need to be delivered for work with             people. This introductory course is for post-
    all of the age groups. Additional topics within        qualified counsellors who wish to begin
    the subject areas for work with children (4–10         practising and working towards a qualification
    years) are clearly indicated throughout. Post-         in counselling children and/or young people.
    qualifying CYP training courses that wish to           It is also for current counselling students on
    cover the full age range will need to ensure that      adult-focused counselling/psychotherapy
    students gain sufficient experience in working         training courses who wish to undertake some
    with both age groups before the final award is         of their placement hours with children and/or
    given (see pages 13 and 28).                           young people. All students must successfully
                                                           complete Stage 1 of the training curriculum
                                                           before beginning work with children and/or
                                                           young people in placement.
8   BACP counselling children and young
    people (4–18 years) training curriculum
                                                      Introduction

    The Introduction to counselling children and/or
    young people comprises eight subject areas:       Stage 2: Formal award in
                                                      counselling children and/or
    Subject     Subject                               young people
    area        area                                  The second stage of the training curriculum
    number      title                                 enables qualified counsellors to develop
    1           Ethical and professional practice     in-depth knowledge and understanding,
                (1)                                   and the advanced competences that are
                                                      required when working with children and/or
    2           Child protection and safeguarding
                (1)                                   young people. It is up to the training provider
                                                      to decide the academic level of the Stage
    3           Child and adolescent                  2 course e.g. certificate, diploma, degree
                development and transitions (1)       etc. The Formal award in counselling children
    4           Communication with                    and/or young people is for post-qualified
                children and/or young people (1)      counsellors who have successfully completed
    5           Beginnings and endings with           the Introduction to counselling children and/or
                children and/or young people          young people (Stage 1) or who can evidence
    6           Risk assessments (1)                  via a formalised APL procedure, that they
                                                      have acquired the requisite knowledge and
    7           Mental health and children            understanding through previous CPD and/
                and/or young people                   or prior experience of counselling children
    8           Working within the context of         and/or young people that is equivalent to
                the counselling setting               the Introduction to counselling children and/or
                                                      young people.

                                                      It should be noted that some of the content
                                                      in the Stage 2 subject areas revisit elements
                                                      included in the Stage 1 introductory training.
                                                      The purpose of this is to consolidate and
                                                      build on this initial learning to ensure that
                                                      counselling practitioners can effectively
                                                      apply this knowledge to their practice with
                                                      children and/or young people,. This process
                                                      of learning is informed by the theory of Spiral
                                                      Curriculum (Bruner, 1960). Stage 2 of the
                                                      training curriculum comprises 20 subject
                                                      areas:
9   BACP counselling children and young
    people (4–18 years) training curriculum
                                                    Introduction

    Subject     Subject                             Stage 3: Additional subject areas
    area        area
    number      title                               for advanced and top-up awards
                                                    or post-qualifying CPD
    9           Ethical and professional practice
                (2)                                 The five subject areas within this section of the
                                                    curriculum are optional for the formal award
    10          Child protection and safeguarding
                                                    and the rationale for inclusion in a training
                (2)
                                                    course may depend on the level of the award
    11          Child and adolescent                and/or the placement contexts within which
                development and transitions (2)     students are practising. Training providers
    12          The theory and principles of the    may wish to include some or all of these
                counselling approach                subject areas if the award being delivered is
    13          Therapeutic relationships with      an advanced award, or if a top-up award to the
                children and/or young people        formal award is being offered. Alternatively,
                                                    these subject areas can be delivered as part
    14          Communication with children
                                                    of additional CPD training workshops for
                and/or young people (2)
                                                    qualified children/young people’s counsellors,
    15          Working with children and/or        to support them in their ongoing professional
                young people’s emotions             development beyond the formal award. The
    16          Using play in therapy with          learning outcomes for each subject area can
                younger clients                     be met through summative assessments for
    17          Endings                             advanced or top-up awards, or through taking
                                                    part in role play, experiential activities and/
    18          Risk assessments (2)
                                                    or case study discussion in the case of CPD
    19          Collaborative assessments           training workshops. These additional subject
    20          Using measures and monitoring       areas are:
                outcomes
    21          Working with cultural diversity     Subject        Subject
    22          Mental health, pharmacology and     area           area
                children and/or young people        number         title
    23          Engagement with children and/or     29             Working with groups
                young people, parents and carers    30             Alternative models of intervention
    24          Working within and across           31             Emotional health promotion
                agencies                                           in schools
    25          Working in a school setting         32             Using self-help materials
    26          Working in a voluntary/             33             Applied relaxation
                community sector setting
    27          Holding the overall perspective
    28          Supervision
10   BACP counselling children and young
     people (4–18 years) training curriculum
                                                          Introduction

                                                          use in training those counselling practitioners
     Curriculum delivery                                  who are post-qualified but who need further
                                                          specialist training to enable them to work
                                                          competently with children and/or young
     The curriculum can be delivered for work with
                                                          people. BACP specifically recommends that
     children and young people (4–18 years) or
                                                          practitioners who wish to work with children
     alternatively, courses can choose to focus on
                                                          and/or young people need to ensure they are
     just one age group i.e. children (4–10 years)
                                                          working within their competence. (For example,
     or young people (11–18 years). For courses
                                                          see BACP’s Ethical Framework for the Counselling
     delivering training to either children or young
                                                          Professions (2018), Good Practice; Working to
     people, all of the subject areas in Stages 1 and
                                                          professional standards, point 13.)
     2 need to be delivered for work with each age
     group. Additional topics within the subject
                                                          In addition, the following points are pertinent
     areas for work with children (4–10 years) are
                                                          to the delivery of this course:
     clearly indicated throughout. These can be
     omitted for training to work with young people
                                                          1. Trainers will be counselling practitioners
     (11–18 years) only. Post-qualifying CYP training
                                                             with current or past experience of working
     courses that wish to cover the full age range
                                                             with children and/or young people (i.e.
     will need to ensure that students gain sufficient
                                                             experience of working with the age groups
     experience in working with both age groups
                                                             for which the training is being offered), and
     before the final award is given (see pages 13
                                                             will be experienced and competent with
     and 28).
                                                             this mode of delivery. To work beyond one’s
                                                             competence is to work unethically
     The curriculum is designed to be delivered
     either in two parts i.e. Stage 1 and 2 (as above),
                                                          2. As with the counselling process, which the
     or as one whole course. The Stage 3 subject
                                                             course should model, adequate time should
     areas are optional and can form part of the
                                                             be given at the outset for contracting
     whole course or can be delivered separately
                                                             as a group as well as familiarisation and
     as post-qualifying CPD. It is important that
                                                             bonding. A range of ice breakers and other
     students are assessed in all elements of Stage 1
                                                             creative materials can be used to this effect,
     before starting work with children and/or
                                                             all of which can be useful for subsequent
     young people. The curriculum is founded on
                                                             group work with children and/or young
     the assumption that all participants entering
                                                             people
     at Stage 1 have either successfully undergone
     and completed full initial core training in
                                                          3. While specific issues, such as working with
     adult counselling and/or psychotherapy, or
                                                             difference, working ethically and working
     are students who are currently studying on
                                                             safely have specific references within the
     such a course. This first stage of the training
                                                             subject areas, it is expected that they will
     is designed to meet BACP’s requirements
                                                             also permeate the curriculum since they
     for students who wish to include work with
                                                             are connected to values which underpin the
     children and/or young people as part of the
                                                             whole course
     practice hours needed for their course (see
     www.bacp.co.uk/membership/organisational-
                                                          4. It is strongly advised that trainers refer to
     membership/course-accreditation/student-
                                                             the competences before embarking on each
     placements-with-children-and-young-people).
                                                             subject area
     It is also assumed that participants entering
                                                          5. It is expected that this curriculum will include
     at Stage 2 have already successfully
                                                             a wide range of teaching styles and as much
     completed their core adult training and have
                                                             experiential work as possible. This mirrors
     a professional qualification that meets the
                                                             children and/or young people’s learning
     entry requirements. The full award (i.e. both
                                                             through experience and should include
     Stage 1 and Stage 2) is therefore designed for
                                                             access to a wide range of creative materials
11   BACP counselling children and young
     people (4–18 years) training curriculum
                                                          Introduction

     6. The delivery of this curriculum should be         11. It is suggested that each session lasts one
        underpinned by adult learning theories                day of eight hours with appropriate breaks.
        which use experiential and reflective                 This session length can also be increased/
        learning approaches (e.g. Experiential                decreased at the training provider’s
        Learning Cycle (Kolb, 1984); The Reflective           discretion so as to meet the requirements
        Cycle (Gibbs, 1988); ALACT (Korthagen and             of their institution and/or awarding body
        Vasalos, 2010))
                                                          12. Course participants must ensure a minimum
     7. MindEd sessions can be used to                        of 80% attendance; 100% of the subject
        supplement didactic teaching sessions                 areas and course assessments must be
        (see www.minded.org.uk)                               successfully completed. Thus, any sessions
                                                              missed must be completed by the student
     8. Although there are 33 subject areas across            accordingly
        the whole of this curriculum, it is important
        to note that one subject area does not            13. Whilst flexible in terms of structural
        necessarily equate to one day of course               delivery, there is little flexibility in terms
        delivery. In addition, the subject areas              of the learning outcomes because these
        are not intended to sit as separate units/            are mapped onto, and underpinned by
        modules that need to be delivered in any              BACP’s evidenced informed Competences
        particular linear/sequential format. Many             for humanistic counselling with children and
        subject areas interlink and some underpin             young people (4–18 years)
        all elements of the course e.g. Ethical and
        professional practice                             14. Each session should include face-to-
                                                              face practice sessions, supervised by the
     9. Some elements of the Stage 2 subject areas            trainer. Work in pairs or in triads to make
        can only be developed while working in a              use of observation and feedback skills,
        placement setting or when working with                using each other’s inner child/adolescent,
        clients. As such, learning may be acquired in         can be a useful way for the counsellor to
        the taught sessions, in the placement and/or          access their earlier self in readiness for
        in supervision. The listed contents for each          the common triggers from young clients in
        subject area are not intended to become a             the counselling work, as well as providing
        check list of competences for students to             rich material to work with in practice skills
        achieve as this could potentially undermine           sessions. It should be noted that qualified
        any relational, experiential and reflective           counselling practitioners should already
        aspects of the learning experience                    possess the necessary boundaries to know
                                                              what material to use safely in this way,
     10. In the interest of ethical experiential              and recognise their responsibility to keep
         skills practice and reflective training, it is       themselves safe, using their own resources
         important that the sessions are delivered            (e.g. personal therapy) to explore any newly
         in a time frame that allows for processing           surfacing or unprocessed personal material.
         of knowledge and to allow the experience             It may be useful to record some of the
         of practice to complement the learning.              counselling skills sessions to enable students
         However, course timings can be adapted to            to reflect on their own skills practice and
         suit the training provider                           process and thereby further develop critical
                                                              self-evaluation and awareness
12   BACP counselling children and young
     people (4–18 years) training curriculum
                                                        Introduction

     15. All students should be encouraged to           19. Although this curriculum follows
         be reflective practitioners. This can be           humanistic/relational principles there
         helped by the use of reflective journals           should be an emphasis throughout the
         or portfolios, which should include for            delivery of this training on applying or
         example, any visual material created during        adapting participants’ own therapeutic
         sessions. Assessment should include an             approaches. There is no intention within
         element of personal reflection                     the training to favour any theoretical
                                                            perspective
     16. All students should be encouraged to be
         active researchers. This might include         20. All course certificates that are awarded
         working together on a topic to be presented        need to be consistent with the age range
         to the wider group or producing well-              of the course e.g. children and/or young
         documented and referenced assignments.             people
         It could also involve action research and
         lead to students becoming more interested      21. On successful completion of the whole
         in themselves as reflexive and research            course and the assessments, it is the
         active practitioners. Students should be           counselling practitioner’s responsibility to
         encouraged to engage with the research             maintain appropriate and relevant CPD
         literature about counselling children and
         young people in order to maintain the          22. Course trainers should refer to the
         currency of practice                               Good practice sections of BACP’s Ethical
                                                            Framework for the Counselling Professions
     17. It is expected that appropriate therapeutic        (2018), in particular Supervision, points
         resources and tools will be available to           60–73, and Training and education, points
         students so that experiential learning is          74–80.
         enabled during their training. This might
         include online materials e.g. the MindEd
         curriculum, relevant literature and research
         pertaining to evidence-informed practice,
         age-appropriate creative, symbolic and
         psycho-educational tools, access to
         specialised teaching and the use of self
         in reflection and in accessing the inner
         adolescent

     18. This counselling children and young people
         training is designed to be delivered across
         all four nations of the United Kingdom and
         as such can be delivered through Higher
         Education (HE), Further Education (FE) and
         by private training providers. Different
         training establishments have differing
         qualification, assessment and validation
         requirements to fulfil. Thus, training
         providers will have to adapt the assessment
         criteria to meet their qualification
         requirements
13   BACP counselling children and young
     people (4–18 years) training curriculum
                                                           Introduction

     A typical session                                     Placements and
     A typical session* might reflect the following
                                                           supervision
     format:
                                                           The placement element of the curriculum
                                                           sits within Stage 2 of the training. All
     09.30–10.00
                                                           counselling practitioners need to successfully
     Group session to bring the group together
                                                           complete all elements of the Introduction
     either for the first time or since the last session
                                                           to counselling children and/or young people
                                                           before commencing their placement (or have
     10.00–12.30
                                                           successfully demonstrated through an APL)
     Didactic teaching of specific subject area(s)
                                                           that they have the requisite prior knowledge
                                                           and skills to meet the learning outcomes for
     12.30–13.30
                                                           Stage 1. This first stage of the training covers
     Lunch
                                                           the essentials needed to ensure an adequate
                                                           level of safeguarding understanding prior
     13.30–14.30
                                                           to starting work with children and/or young
     Group experiential and reflective work
                                                           people. The student must be assessed for their
     (including discussion on the taught material,
                                                           competence prior to beginning a placement
     the student’s personal responses to it and how
                                                           (see Assessment framework, page 14).
     it relates to ethical and professional practice
     e.g. BACP’s Ethical Framework for the Counselling
                                                           Students are required to undertake a minimum
     Professions)
                                                           of 501 hours of supervised counselling
                                                           practice with the age group that the training
     14.30–16.00
                                                           is focused on in a placement setting. Students
     Experiential skills practice
                                                           on training courses for work with children and
                                                           young people (4–18 years), must complete
     16.00–17.30
                                                           50 hours of supervised practice with each
     Working with case studies
                                                           age group i.e. 50 hours with children (4–10
     (Stage 1 Introduction)
                                                           years) and 50 hours with young people
     Group supervision sessions
                                                           (11–18 years). Supervisors must be trained
     (Stage 2/Formal Award)
                                                           and/or experienced in working with the age
     * Please note this example is not intended to be     group that is consistent with the age range
        prescriptive and session structure may differ      of the course i.e. children (4–10 years) and/
        across courses                                     or young people (11–18 years). They must
                                                           also be a registered member of a recognised
                                                           counselling/psychotherapy governing
                                                           body, such as BACP, and therefore bound
                                                           by their Ethical Code of Practice or Ethical
                                                           Framework e.g. BACP’s Ethical Framework for
                                                           the Counselling Professions (2018). It is the
                                                           training provider’s responsibility to ensure
                                                           that supervisors meet these requirements.
                                                           Please see page 30 for more information on
                                                           placements and supervision.

                                                           1 100 hours if the training is a core training for working
                                                              with CYP (see page 7)
14   BACP counselling children and young
     people (4–18 years) training curriculum
                                                         Introduction

                                                           individual practitioner), and the student’s
     Assessment framework                                  self-awareness and reflexivity. Examples
                                                           of summative assessments might include:
     • There must be an assessment at the end of           critically analysed essays; case studies;
       the Introduction to counselling children and/       supervisor’s report; placement report; skills
       or young people to ascertain the counselling        practice assessment; individual and group
       practitioner’s competence and readiness to          presentations; practice portfolio; evaluation
       begin their placement                               of ethical decision-making in relation to
                                                           practice; personal learning and development
     • There should be regular assessment                  statement
       of students’ practice to evaluate their
       competence in integrating ethical practice        • Formative assessments are encouraged
       into their way of working in relation to the        throughout the course to monitor student
       ethical framework/code of practice to which         learning and provide ongoing feedback
       the student is affiliated                           that can be used by students to improve
                                                           their learning/ skills. Reflective journals
     • The learning outcomes and assessment                may also be a useful way for students to
       strategies for subject areas 24 and 25 may be       reflect on their own process throughout the
       adapted for those students who are unable           course. Examples of formative assessment
       to undertake a placement in either a school         might include: feedback on skills practice
       setting or a voluntary/community sector             development; self and peer evaluation and
       setting. In such circumstances, students will       assessment; feedback on the student’s
       be expected to demonstrate in full all of           development of working with creative
       the requirements in the subject area that is        processes; individual or group presentations;
       aligned to their placement setting i.e. Subject     reflective writing/journaling; tri-partite
       area 24: Working in a school setting or Subject     meetings; feedback on development of
       area 25: Working in a voluntary/community           ethical and professional practice
       sector setting
                                                         • Courses may find that some of the learning
     • It is recognised that some elements of the          outcomes are best assessed via an ongoing
       Stage 2 subject areas may only be developed         formative assessment procedure, and
       while working with clients in a placement           so a mix of summative and formative
       setting. As learning may be acquired in             assessments would be acceptable.
       taught sessions, in the placement and/or
       in supervision, the methods of assessment         The examples of assessments given above are
       need to be varied to reflect the different        not exhaustive and there may be a number
       learning environments                             of other ways in which student work can be
                                                         assessed.
     • Summative assessments are essential to
       evaluate student competence against many
       of the learning outcomes. These assessments
       can be adapted to suit the requirements
       of the institution and/or awarding body,
       but in all cases they must reflect, and
       adequately evidence the learning outcomes.
       In particular, assessments must reflect
       and evaluate an understanding of the
       ethical framework/code (pertaining to the
15   BACP counselling children and young
     people (4–18 years) training curriculum
                                               Stage 1

     Stage 1:
     Introduction
     to counselling
     children and/or
     young people
16   BACP counselling children and young
     people (4–18 years) training curriculum
                                                                Stage 1

                                                                linear/sequential format. For example, Subject
     Introduction to counselling                                area 1: Ethical and professional practice,
                                                                underpins each of the other subject areas
     children and/or young                                      within this introductory course and so the
     people                                                     content of this subject area should be woven
                                                                into all other taught sessions. In addition, ‘self-
                                                                awareness’ is incorporated into each subject
     This first stage of the training curriculum gives
                                                                area so that reflective, personal development
     counsellors the competences required to begin
                                                                work is carried out throughout the course.
     working with children and/or young people
                                                                As such, taught sessions will need to be
     in a placement setting. The Introduction to
                                                                underpinned by adult theories of learning and
     counselling children and/or young people is for:
                                                                education (e.g. Gibbs Reflective Cycle, 1988;
                                                                Kolb’s Experiential Learning Cycle, 1984) and
     • Trainee counsellors on adult-focused,
                                                                include some reflective/experiential work, as
       counselling/psychotherapy core training
                                                                well as the opportunity to practise skills with
       courses who wish to undertake some of their
                                                                peers on the course. (Please see pages 7-9 for
       practice hours in a placement working with
                                                                further information about curriculum delivery.)
       children and/or young people
                                                                Each subject area is supported by references
     • Counsellors already qualified to work with
                                                                to the relevant competences contained within
       adults who want to extend their scope of
                                                                the Competences for humanistic counselling
       practice to counselling children and/or young
                                                                with children and young people (4–18 years).
       people and work towards a formal award in
                                                                These references are included so that tutors
       Counselling children and/or young people
                                                                and students can develop familiarity with
                                                                the competences and focus on specific areas
      NB: Core training for children and young people           of learning and development in relation to
      counsellors – it is suggested that such courses ensure    practice. Students are not expected at this
      that trainee counsellors cover all of the elements
      included within this introductory course (with
                                                                stage of their training to evidence proficiency
      reference to the age groups that the trainees are being   in each of the competences referred to. The
      trained to work with), before beginning to work with      Introduction to Counselling counselling children
      real clients in placements. Further information can be    and/or young people has a set of learning
      found on page 7 of this curriculum.                       outcomes through which students show their
                                                                knowledge and understanding of the eight
     There are eight subject areas in the Introduction          different subject areas. Students will also need
     to Counselling children and/or young people                to demonstrate their competence and therefore
     which meet BACP’s requirements for students                readiness to begin working with children and/
     wishing to undertake practice hours with                   or young people in a counselling placement. As
     children and/or young people as part of their              such, there must be some form of summative
     core adult training course2 These subject areas            assessment(s) at the end of the Introduction
     are designed to complement each other and                  to counselling children and/or young people
     interlink rather than sitting as separate units/           (Please see page 14 for further information on
     modules that are delivered in any particular               assessment strategies.)

     2 In May 2019, the Basic YP competences previously
     identified as necessary for counselling students to be
     taught and assessed for competence in prior to beginning
     work with CYP clients, were replaced by the elements
     included in this introductory course. See www.bacp.
     co.uk/membership/organisational-membership/course-
     accreditation/student-placements-with-children-and-
     young-people
17   BACP counselling children and young
     people (4–18 years) training curriculum
                                                                    Stage 1

     Course entry requirements Course content
     for Stage 1 (Introduction) The Introduction to counselling children and/or
                                                                    young people comprises eight subject areas:
     • Minimum of diploma level 4 [Regulated
       Qualifications Framework (RQF) England,
       Wales and Northern Ireland] and level 7                      Subject     Subject
       [The Scottish Credit and Qualifications                      area        area
       Framework (SCQF) Scotland] counselling/                      number      title
       psychotherapy qualification or equivalent, to                1           Ethical and professional practice
       include a minimum of 100 hours supervised                                (1)
       counselling/psychotherapy practice in
                                                                    2           Child protection and safeguarding
       line with recognised practitioner training,
                                                                                (1)
       or: currently studying for a counselling/
       psychotherapy qualification (course                          3           Child and adolescent
       requirements as above), and has completed                                development and transitions (1)
       a substantial number of counselling practice                 4           Communication with children and
       hours with individual adults and has been                                young people (1)
       assessed as suitable for working with                        5           Beginnings and endings with
       children and/or young people3                                            children and young people
                                                                    6           Risk assessments (1)
     • BACP Student or BACP Registered Member,
       or equivalent member of a professional body                  7           Mental health and children and
       who adheres to an ethical framework/code of                              young people
       practice                                                     8           Working within the context of the
                                                                                counselling setting
     • Enhanced DBS check (England, Northern
       Ireland and Wales) and equivalent for
       Scotland through Disclosure Scotland

     • Two character references stating suitability
       to work with children and/or young people.
       Referees must have known the applicant
       for a minimum of two years in a personal or
       professional capacity. Referees must not be a
       spouse, partner or relative

     • Previous experience of working with
       children and/or young people desirable (not
       necessarily in a counselling context)

     3 Course participants who are concurrently studying on
     a core counselling/psychotherapy training course must
     remain on their core training course for the duration of the
     Introduction to counselling children and/or young people.
18   BACP counselling children and young
     people (4–18 years) training curriculum
                                                         Stage 1

                                                         • Demonstrate an awareness of own limits
     Learning outcomes                                     of competence, and knowledge of how and
                                                           when to make an onward referral
     Upon successful completion of the Introduction
                                                         • Evidence the ability to critically appraise the
     to counselling children and/or young people,
                                                           impact that different organisational contexts
     participants will be able to:
                                                           can have on children and young people’s
                                                           counselling services and know how to
     • Demonstrate knowledge of ethical and
                                                           manage any ethical tensions
       professional principles and guidelines that
       underpin the content of the Introduction to
                                                         • Demonstrate an understanding of the
       counselling children and/or young people
                                                           importance of working collaboratively with
                                                           other professionals
     • Evidence the ability to identify and critically
       appraise ethical conflicts in relation to
                                                         • Evidence self-awareness in relation to the
       confidentiality, information sharing, capacity
                                                           content of the Introduction to counselling
       and consent
                                                           children and/or young people and a
                                                           readiness to begin practice with children
     • Demonstrate an understanding of how to
                                                           and/or young people.
       identify and respond appropriately to child
       protection and safeguarding concerns

     • Demonstrate an understanding of child and
       adolescent development and transitions and
       the impact on the client, their presentation
       in counselling and any implications for
       therapeutic work

     • Evidence knowledge of the different ways
       children and young people communicate and
       express themselves depending on their age
       and developmental stage

     • Demonstrate the skills required to
       communicate with, and engage clients of
       different ages and developmental stages

     • Demonstrate the skills required to be able
       to contract, establish and agree therapeutic
       focus/goals for counselling with children and/
       or young people, and how to bring the work
       to a close

     • Evidence the ability to identify and assess
       potential risk, and know how to act if a child/
       young person is at risk

     • Demonstrate an understanding of how
       mental health difficulties can emerge and
       present in children and/or young people
19   BACP counselling children and young
     people (4–18 years) training curriculum
                                                              Stage 1

                                                              • Age and developmentally appropriate
     Subject area 1:                                            communication

     Ethical and professional                                 • Parent/carer rights and responsibilities
     practice (1)                                             • Taking children/young people’s needs into
                                                                account when making welfare decisions that
                                                                pertain to them
     Aims
     The aim of this subject area is to provide               • Maintaining confidentiality and managing
     participants with knowledge of the ethical                 disclosures and requests for information by
     and professional issues that are pertinent                 third parties
     to working with children and young people
                                                              • Boundaries of the work and maintaining
     in order to prepare them for practice with
                                                                appropriate standards of conduct
     younger clients.
                                                              • Data protection legislation and disclosure of
      NB: This subject area is not intended to sit as a         information
      stand-alone module. The contents of this subject area
      underpin each of the other subject areas within this    • Keeping and maintaining appropriate records
      introductory course and so issues relating to ethical
      and professional practice should be woven into all of   • Appropriate communication with service
      the other taught sessions.                                users, other practitioners and services

                                                              • Issues of difference and equality (anti-
     Content                                                    oppressive and anti-discriminatory practice)
     • Key principles that inform ethical practice            • An overview of legislation relating to mental
       and appropriate standards of conduct                     health, education and equality
       (with reference to BACP’s current Ethical
       Framework)                                             • Self-awareness in relation to the content of
                                                                this subject area
     • Identifying and dealing with potential ethical
       conflicts
                                                               For a more detailed breakdown of the competences
                                                               related to Subject area 1, please refer to the
     • Making the best use of professional support
                                                               following sections of the BACP Competences for
       networks and clinical supervision                       humanistic counselling with children and young
                                                               people (4–18 years):
     • Understanding own limits of competence
                                                               Core competences for work with children and young
     • How to identify and carry out onward referral           people 3: Knowledge of legal frameworks relating to
       if necessary                                            working with children and young people (all)

     • Identifying and minimising the potential for            Core competences for work with children and young
       harm                                                    people 4: Knowledge of, and ability to operate within,
                                                               professional and ethical guidelines (4.1, 4.2, 4.3, 4.4,
                                                               4.5, 4.6, 4.7, 4.8)
     • Working in collaboration with other
       professionals
                                                               Core competences for work with children and young
                                                               people 5: Knowledge of, and ability to work with, issues
     • Legislation relating to capacity and informed           of confidentiality, consent and capacity (all)
       consent
                                                               Core competences for work with children and young
     • Gaining consent from service users for                  people 8: Ability to work in a ‘culturally competent’
       counselling interventions                               manner (8.1)
20   BACP counselling children and young
     people (4–18 years) training curriculum
                                                          Stage 1

                                                          • Statutory responsibilities of adults (e.g.
     Subject area 2:                                        parents/carers, school staff) to keep children
                                                            and young people safe from harm
     Child protection and
     safeguarding (1)                                     • Relevant legislation and local policies and
                                                            procedures that underpin responses to child
                                                            protection concerns
     Aims
                                                          • Appropriate recording of information.
     This subject area aims to ensure that
     participants are able to identify child protection   Ethical and professional practice (see Subject
     and safeguarding concerns and know how               area 1)
     to respond appropriately to such concerns,
                                                          Self-awareness in relation to the content of
     in preparation for seeing younger clients in
                                                          this subject area
     placement upon successful completion of the
     introduction course.
                                                           For a more detailed breakdown of the competences
                                                           related to Subject area 2, please refer to the
     Content                                               following sections of the BACP Competences for
     • Signs and symptoms of physical, emotional,          humanistic counselling with children and young
                                                           people (4–18 years) :
       sexual and verbal abuse
                                                           Core competences for work with children and young
     • Signs and symptoms of bullying including            people 3: Knowledge of legal frameworks relating to
       physical, verbal, emotional, cyber-bullying         working with children and young people (3.4)

     • Signs and symptoms of neglect                       Core competences for work with children and young
                                                           people 7: Ability to recognise and respond to concerns
                                                           about child protection (7.1–7.10, 7.15)
     • The effects of abuse, bullying and neglect
       on a child/young person

     • Risk factors associated with abuse and
       neglect including parental, social and risk
       factors associated with the individual child/
       young person

     • Protective factors

     • Child protection principles applicable to
       different settings

     • Maintaining a child/young person-centred
       approach to ensure a consistent focus on the
       welfare of the child/young person and on
       their feelings and viewpoints

     • Responding to and reporting child protection
       concerns/suspicions of risk to appropriate
       internal and external partners/agencies
21   BACP counselling children and young
     people (4–18 years) training curriculum
                                                        Stage 1

                                                        • Development of resilience
     Subject area 3:                                    • Adopted or looked-after children/young
     Child and adolescent                                 people
     development and                                    • Engagement in the therapeutic relationship
     transitions (1)                                      and process

                                                        • Influence of the parent/carer on development
     Aims
     The aim of this subject area is to provide         • Importance of play for all aspects of social,
     participants with a rudimentary understanding        cognitive and emotional development.
     of child and adolescent development and
     transitions, the ways these can impact on the      Ethical and professional practice (see Subject
     client and their presentation in counselling and   area 1)
     the implications for the therapeutic work.
                                                        Self-awareness in relation to the content of
                                                        this subject area
     Content
     • Child and adolescent development to include       For a more detailed breakdown of the competences
       physical, cognitive, social and emotional         related to Subject area 3, please refer to the
       development                                       following sections of the BACP Competences for
                                                         Humanistic Counselling with Young People (4–18
                                                         years):
     • Age-appropriate and problematic behaviours
                                                         Core competences for work with children and young
     • Developmental stages, including physical,         people 1: Knowledge of development in children
       affective and interpersonal, cognitive,           and young people and of family development and
       language, social and psychosexual                 transitions (1.1, 1.2)
       milestones
                                                         Core competences for work with children and young
                                                         people 10: Ability to communicate with children and/
     • Implications of developmental stages for          or young people of differing ages, developmental levels
       therapeutic work                                  and backgrounds (10i–ii, 10.1i–iii)

     • Effects of developmental transitions on
       children and young people

     • Interaction between aspects of a child/young
       person’s development and contextual factors

     • Fundamentals of attachment theory and its
       implications for: cognitive, emotional and
       social development

     • Development of relationships with parent/
       carers, siblings and peers

     • Development of emotional well-being, self-
       regulation, mental health and mental health
       problems
22   BACP counselling children and young
     people (4–18 years) training curriculum
                                                       Stage 1

                                                       • Using scaling
     Subject area 4:                                   • Engaging with children and young people
     Communication with                                  when a parent and/or carer is present
     children and/or young                             • Neutrality in relation to problematic
     people (1)                                          behaviour.

                                                       Ethical and professional practice (see Subject
     Aims                                              area 1)
     This subject area aims to provide participants
                                                       Self-awareness in relation to the content of
     with knowledge of the different ways children/
                                                       this subject area
     young people communicate and express
     themselves depending on their age and
     developmental stage. It also aims to enable        For a more detailed breakdown of the competences
                                                        related to Subject area 4, please refer to the
     participants to begin to develop, through
                                                        following sections of the BACP Competences for
     practice with peers on the course, ways to         humanistic counselling with children and young
     communicate with, and engage children/             people (4–18 years):
     young people clients of different ages and
     developmental stages.                              Core competences for work with children and young
                                                        people 10: Ability to communicate with children and/
                                                        or young people of differing ages, developmental levels
     Content                                            and backgrounds (all)

     • Children/young people’s ability to articulate
       emotions and thoughts, and behavioural
       communication

     • Using developmentally and age-appropriate
       language

     • Engaging with the child/young person’s
       perspective

     • Language, attitudes, behaviours and interests
       in relation to age and developmental stage

     • Staying close to the child/young person’s
       language, emotional state and developmental
       capacities

     • Making adjustments if the child/young
       person is finding engagement difficult

     • Using play materials and other creative
       resources to aid engagement

     • Value of child/young person-led rather than
       adult-led play activity

     • Using scaffolding communication
23   BACP counselling children and young
     people (4–18 years) training curriculum
                                                        Stage 1

                                                        Endings
     Subject area 5:                                    • Working collaboratively with children and/or
     Beginnings and endings                               young people to identify when they may be
                                                          ready to end counselling
     with children and/or
                                                        • Initiating and negotiating endings
     young people
                                                        • Helping children and/or young people to
                                                          make effective use of the ending phase of
     Aims                                                 counselling
     The aim of this subject area is for participants
     to attain the knowledge and skills required to     • Reviewing children/young people’s progress
     begin developing therapeutic contracts and           in counselling
     agreeing therapeutic goals with children and/or
     young people in readiness for practice with this   • Exploring with children and/or young people
     age group.                                           future counselling interventions and other
                                                          sources of support.

     Content                                            Ethical and professional practice (see Subject
     Beginnings                                         area 1)

     • Agreeing the boundaries for therapeutic work     Self-awareness in relation to the content of
       with children and/or young people                this subject area

     • Explaining confidentiality and its limits to
                                                         For a more detailed breakdown of the competences
       children and/or young people
                                                         related to Subject area 5, please refer to the
                                                         following sections of the BACP Competences for
     • Explaining and agreeing how records will be       humanistic counselling with children and young
       kept                                              people (4–18 years):

     • Explaining complaints procedures                  Basic competences for humanistic counselling
                                                         with children and young people 2: Ability to initiate
                                                         therapeutic relationships (2.2, 2.3)
     • Agreeing the timing and number of
       counselling sessions                              Basic competences for humanistic counselling with
                                                         children and young people 3: Ability to maintain and
     • Explaining what happens if the child/young        develop therapeutic relationships (3.4)
       person does not attend sessions

     • How to draw on the initial assessment of a
       child/young person and establish and agree a
       therapeutic focus/goal(s) with a child/young
       person
24   BACP counselling children and young
     people (4–18 years) training curriculum
                                                         Stage 1

                                                         • Awareness of the limitations of own expertise
     Subject area 6:                                     • Gaining support/advice from appropriate
     Risk assessments (1)                                  professionals

                                                         • How to identify and carry out onward referral
     Aims                                                  if necessary.
     The aim of this subject area is for course
     participants to attain the necessary knowledge      Ethical and professional practice (see Subject
     and skills for carrying out risk assessments        area 1)
     when required.
                                                         Self-awareness in relation to the content of
                                                         this subject area
     Content
     • Local policies on confidentiality and              For a more detailed breakdown of the competences
                                                          related to Subject area 6, please refer to the
       information sharing                                following sections of the BACP Competences for
                                                          humanistic counselling with children and young
     • Statutory responsibilities of adults to keep       people (4–18 years):
       children and young people safe
                                                          Assessment competences 3: Ability to conduct a risk
     • Different forms of clinical risk routinely         assessment (3.1, 3.2, 3.3, 3.4)
       assessed in practice e.g. suicide, self-harm,
       harm to others etc.

     • Different types of risk, and protective factors

     • The aims of risk assessment in terms of
       improvement and prevention for the child/
       young person

     • Using risk assessment tools

     • Different stages of risk assessment and by
       whom these might be conducted

     • Consideration of the child/young person’s
       developmental age and ways in which this
       affects their perception and understanding of
       behaviours and risk
25   BACP counselling children and young
     people (4–18 years) training curriculum
                                                        Stage 1

                                                        • The incidence and prevalence of mental
     Subject area 7:                                      health presentations across different
                                                          cultures, ethnicities and social classes
     Mental health and children
     and young people                                   • Working within limits of competence

                                                        • How to identify and carry out onward referral
                                                          if necessary
     Aims
     The aim of this subject area is to provide         Ethical and professional practice (see Subject
     participants with an introduction into how         area 1)
     mental health difficulties can emerge and
     present in children and/or young people.           Self-awareness in relation to the content of
     The subject area also aims to ensure that          this subject area
     participants understand their own limits of
     competence and know when and how to make            For a more detailed breakdown of the competences
     an onward referral.                                 related to Subject area 7, please refer to the
                                                         following sections of the BACP Competences for
                                                         humanistic counselling with children and young
     Content                                             people (4–18 years):

     • How factors such as good physical health,         Core competences for work with children and young
       high self-esteem, secure attachments and          people 2: Knowledge and understanding of mental
       higher levels of social support promote           health problems in children, young people and adults
       wellbeing and emotional resilience                (all)

     • Ways in which mental health difficulties and
       conditions emerge and present in children
       and/or young people

     • Social, psychological, family and biological
       factors associated with the development and
       maintenance of mental health problems

     • Ways in which mental health problems can
       impact on family functioning, maintaining
       intimate family and social relationships, and/
       or the capacity to maintain employment and/
       or study
26   BACP counselling children and young
     people (4–18 years) training curriculum
                                                       Stage 1

                                                       • Managing tensions between the need to
     Subject area 8:                                     share information and the need for client
                                                         confidentiality
     Working within the context
     of the counselling setting                        • Working collaboratively in school contexts

                                                       • Accepting referrals and procedures for
                                                         onward referral
     Aims
     The aim of this subject area is to offer          • Managing missed appointments.
     participants an introduction to the different
     organisational contexts in which counselling      Working in voluntary and community settings
     for children and young people takes place (e.g.
                                                       • Referral routes and cross-agency referral
     primary schools, secondary schools, academies,
                                                         protocols
     voluntary and community settings), and the
     impact that different organisational contexts
                                                       • Alternative appropriate services and
     can have on the counselling service. The
                                                         interventions
     subject area also aims to prepare participants
     for working collaboratively in effective
                                                       • Methods of collecting user feedback and
     partnerships within organisational contexts.
                                                         service evaluation

     Content                                           • The differences between line management
                                                         and clinical supervision
     • The impact of organisational ethos, culture,
       structure, service remit/operational context    • Working as part of a team
       etc. on children and young people’s
       counselling services                            • Working collaboratively and information
                                                         sharing in voluntary and community settings
     • Organisational policies that govern the
       delivery of counselling services, such as       • Dealing with safeguarding issues in voluntary
       confidentiality, personal data management,        and community settings.
       child protection and safeguarding
                                                       Ethical and professional practice (see Subject
     • Organisational policies for monitoring,
                                                       area 1)
       reviewing and evaluating the counselling
       service.
                                                       Self-awareness in relation to the content of
                                                       this subject area
     Working in schools
     • Critical transition periods during children/     For a more detailed breakdown of the competences
       young people’s school careers                    related to Subject area 8, please refer to the
                                                        following sections of the BACP Competences for
     • The impact of the school context on children     humanistic counselling with children and young
       and young people’s counselling services          people (4–18 years):

     • Client confidentiality in school settings        Working in an Organisational Context 1: Ability to
                                                        work within a school context (1.1i, ii, iii, 1.2iii, v, 1.3iii,
     • Information sharing in school settings           iv, vi, ix)

     • Client autonomy in school settings               Working in an Organisational Context 3: Ability to
                                                        work within a voluntary and community (‘third’) sector
                                                        context (3.1ia, ie, 3.2 (all), 3.3i, 3.4)
     • Dealing with safeguarding issues in school
       settings
You can also read