Counselling clients affected by the COVID-19 pandemic
4.5 (163 ratings)
Course Ratings are calculated from individual students’ ratings and a variety of other signals, like age of rating and reliability, to ensure that they reflect course quality fairly and accurately.
455 students enrolled

Counselling clients affected by the COVID-19 pandemic

Learn step by step, highly practical and rapid learning. Useful during and after the pandemic. CBT-REBT based.
Hot & New
4.5 (163 ratings)
Course Ratings are calculated from individual students’ ratings and a variety of other signals, like age of rating and reliability, to ensure that they reflect course quality fairly and accurately.
455 students enrolled
Last updated 4/2020
Current price: $13.99 Original price: $19.99 Discount: 30% off
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This course includes
  • 2.5 hours on-demand video
  • 1 article
  • 7 downloadable resources
  • Full lifetime access
  • Access on mobile and TV
  • Certificate of Completion
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What you'll learn
  • Practical steps for counselling clients affected by the Covid-19 crisis. The participants will understand how to use the principles of CBT and REBT in providing therapy.
  • Highly practical, step by step guidance. No-nonsense, no long boring theoretical lectures.
  • You will be able to learn from listening to the demonstration of an actual therapy session.
  • You will be able to build the session from scratch, proceed through the session and end it well.
  • Establish therapeutic alliance, assess efficiently, help modify thinking-feeling-behaviour.
  • Help manage different emotions like Anxiety, Depression, Anger, Guilt, Shame
  • Help in different contexts arising out of the pandemic eg. work from home, kids, loss of job, loved ones etc.
  • The course will be useful in the early stages of the pandemic, as well as long after the pandemic is over.
  • Proficiency in English is recommended. Having basic skills of counselling are required. Knowledge of CBT and REBT is recommended.
  • The trainer has an Indian accent and pronunciation of English, however people from all over the world would be able to understand.
  • If you do not have a basic understanding of REBT, please read basic information on REBT on the website of Albert Ellis Institute

If you want to learn theory, read the books. But if you want a no-nonsense course to learn counselling clients affected by the pandemic step by step, this course is for you. The course is meant to enhance your practice, considering you are a mental health professional/health care worker.

The novel Corona Virus (COVID-19) pandemic has triggered a variety of mental health issues and possibly flared up existing conditions. The pandemic is likely to have lasting effects in the coming years. Mental health professionals and health care workers will benefit from this custom made training during the pandemic and after it. It is also a helpful course who want to learn counselling adults using the CBT and REBT techniques.

Albert Ellis Institute, New York, USA is the parent institute for REBT, and Dr. Shishir Palsapure, the trainer for the course is an Associate fellow and supervisor of Albert Ellis Institute, (Level 2 Training faculty) trained at the institute itself. He has received the title after meeting the stringent guidelines laid by the International Training Standards and Policy Review Committee in REBT. He has trained thousands of mental health professionals and non professionals, students in RECBT skills so far across the globe.

The learning objectives are

1. Establishing therapeutic alliance

2. Setting goals in therapy

3. Assessment of triggers

4. Understanding faulty thinking and behavioral patterns

5. Helping clients change their reactions

6. Teaching specific skills required in the crisis

7. Helping clients in specific contexts. Eg. Work from home, dealing with kids, loss of job/loved one etc.

8. Managing own burnout

Disclaimer: The training does not give you the license to practice counselling/psychotherapy, but is aimed at enhancing your therapy skills. Please check your state/national laws to practise therapy and ethical guidelines for your region. The participant is fully responsible for their therapy and its outcomes, the trainer takes no responsibility arising out of the training. The training does not make you eligible for the training by Albert Ellis Institute New York, nor is approved by the AEI New York, WHO, CDC, MCI or any other agency. However, this foundation training  prepares the candidates for higher-level training and supervision offered by the AEI New York as well as Morphic Minds. The views expressed in the course are of the trainer based on evidence based therapies REBT and CBT, the data available at the time of the production.

Who this course is for:
  • Psychologists, psychology students, psychiatrists, counsellors, doctors, nurses, intensive care, health care providers.
Course content
Expand all 19 lectures 02:17:38
+ Introduction
6 lectures 16:35

My name is Dr. Shishir Palsapure, and I am a certified Rational Emotive and Cognitive behaviour therapy supervisor and trainer. I want to congratulate you for taking up this step in the direction of improving the mental health of people affected by the COVID 19 Pandemic. In the upcoming course, I have compiled small lectures on a variety of topics and easy tests at the end of each section. These tests will help you check your own understanding of the topics discussed, and keep you on track. If you did not understand a topic, you can always go back to the section and view the lecture again. I recommend you that you don't jump topics as the lectures are built over the previous ones, and you might find it difficult to comprehend if you have skipped a few topics.

I hope you can put the learning to use immediately after completing the course. I strongly recommend that you back up your learning by reading the recommended books, and consider supervision by a certified supervisor in your region or online. So let's get started!

Preview 01:06

Laying a good foundation to therapy.

Right from the first time the client starts communicating with you, you are laying a foundation for therapy. Your initial interaction helps lay a good foundation.

Preview 06:23

This quiz helps you assess your own understanding of your strengths and limitations as a counsellor.

Getting started
3 questions

Explain the scope and limitations of therapy

Check the client's expectations from therapy, learn from their previous experience with therapy if any, and clarify your role. You can help them deal with the problems better, but cannot solve practical problems for them, nor offer them data about the pandemic. You cannot offer them any advice about medication, supplements unless you are licensed and allowed to do so in you region. You shall also clarify your role in case of high risk eg. an infected client who has not reported to the officials, or someone is feeling suicidal. You need to check with your local governing bodies including psychological associations about these ethical considerations. Ethical considerations are different from region to region, and hence excluded from the course.

Preview 00:49
Scope and limitations
1 question

Establishing goals

Ask the client "what problem would you like to work on in today's session?"
This passes on many important messages.

1. The therapy is active directive

2. The therapy is problem-goal oriented

3. The client is going to work on the problem

4. You may work on different problems in different sessions

Clients typically will narrate their practical problems eg. having been exposed, home quarantined, too much work, boredom, drug/additive substance withdrawal etc. Your role at this stage is to help them understand that they might be emotionally disturbed about these problems. Certain negative emotions will interfere with problem solving, shift focus, cause distress and reduce functioning. Working on these emotions will help them deal with the adversities better.

You shall be helping them reduce emotional distress, help cope with the adversity better, teach them skills to help themselves and others better, improve functioning and manage symptoms of emotional disturbance.

Ask for specific feelings they want to work on. Eg. Anxiety, depression, anger or specific behaviours eg. not waking up on time, procrastination. Set a goal of an alternative emotional or behavioural reaction. Eg.  To feel Concerned but not anxious, Sad and disappointed but not depressed, or to be more proactive, to stop ruminating, to stop procrastinating etc.
Set an emotional or a behavioural goal.
Emotional Goals-

Set alternative goals for dysfunctional negative emotions.

Depressed >Sad but not depressed

Unhealthy anger>Healthy anger

Anxiety> Concerned and not anxious

Guilt> Responsible and not guilty

Shame> Disappointed with self but not ashamed

Hurt>> Disappointed at others, but not hurt

Hopeless> Realistically optimistic

Unhealthy Jealousy> Healthy jealousy

Unhealthy envy> Healthy envy

Set either reduction/stopping or escalation of some behaviours as a goal

Eg. Avoidance> To increase or decrease, whatever would be helpful

Rumination> Reduce or stop

Exercise> Increase

Questions like "What would you like to achieve from therapy/counselling, what would you like the outcome of therapy to be, how would you want to change your reactions to what has happened/is happening/to the possibility that it will happen?" can speed up the process.

Make sure that the goals are concrete, measurable, realistic and largely helpful to the client and the significant others in the family/society in general.

Set short term and long term goals. Set timelines and observable milestones/change in behaviours. 

Establishing goals in therapy
1 question

Clients typically will narrate their practical problems eg. having been exposed, home quarantined, too much work, boredom, drug/additive substance withdrawal etc. Your role at this stage is to help them understand that they might be emotionally disturbed about these problems. Certain negative emotions will interfere with problem solving, shift focus, cause distress and reduce functioning. Working on these emotions will help them deal with the adversities better.

Preview 05:54
3 questions

Therapeutic alliance is the agreement and willingness to work on problem(s) in a professional setting. Learn how to build and protect the alliance.

Building therapeutic alliance
1 question
+ Identifying triggers
1 lecture 05:54

Asking for a specific incident and sticking to it has several advantages. Learn how to do this, and gather useful information.

Asking for a specific incident
1 question
The deeper meaning of triggers
1 question
+ Assessing faulty thinking
2 lectures 09:29

Assess the patterns in dysfunctional thinking.

Exploring thinking patterns
Beliefs and contexts
3 questions

Once you have the data, its time to get the client ready for change. This important step is discussed in the lecture.

Getting client ready for a change
Getting client ready for a change
1 question
+ The process of change
1 lecture 06:25

Helping clients with healthier thinking is as important as working on the unhealthy thinking. Learn how to do this.

Helping client with healthier thinking and behaviours
Generating healthier responses
2 questions
Modifying behaviours
1 question
+ Managing specific emotions
4 lectures 44:15

This lecture helps the therapist understand normal fear response, the roots of Anxiety, and ways how to help the client deal with it.

Managing Anxiety
Managing Anxiety
4 questions

Social isolation, reduced physical activity, financial problems, loss of work, sudden change in the environment and a real threat to health all can trigger depression. Depression is commonly seen with anxiety disorders. Learn how to deal with depression.

Managing depression
Managing depression
3 questions

Being locked down 24x7 with the family, especially if there are kids or a family member that has an annoying habit can trigger irritation, and a chain reaction with the other members. Help client to understand healthy and unhealthy anger.

Managing Anger
Managing Anger
2 questions

Regardless of what the shame and guilt is about, they have a common cognitive process- self depreciation.

Learn to understand the difference, and how to help the client deal with these emotions.

Managing shame and guilt
Shame and guilt
1 question
+ Teaching skills
1 lecture 07:07

Adaptation is not passive submission/resignation. It is an active process to act in functional ways with functional emotions about the part of adversity that can't be changed. Learn how to help the client adapt to change.

Resilience is the ability to act functionally and have functional emotions at a higher level of adversity.
Learn how to teach resilience to the client.

Learn how to help client be flexible.

A crisis is a situation which is perceived to be beyond coping.

Learn how to teach some crisis management skills to the client.

Adaptability, Resilience, Flexibility and crisis management.
Skills training
3 questions
+ Dealing with specific contexts
1 lecture 00:56

Identify what does work from home means to the client, and what emotions they are facing.

Dealing with specific contexts
Dealing with work from home
1 question
Dealing with kids at home
1 question
Dealing with uncertainty
1 question
Dealing with Loss of job
1 question
Illness and loss of a loved one
1 question
Dealing with OCD and health anxiety
1 question
+ Demonstration of a full length session
1 lecture 44:41

This full length demonstration with a young mother is an ideal example of the skills and steps discussed in the previous lectures. There is a step by step commentary of what the therapist doing in the session, helping you relate your understanding to the ongoing session.

+ Managing own burnout
1 lecture 01:23

It's important to take care of yourself and catch the signs of burnout early. The attached file helps you identify therapist's own dysfunctional thought patterns and modify them.

Accept yourself as human, who can assist and train a client but is not directly responsible for a change in them. There are many biological, cognitive and environmental factors contributing to their problems, and you have influence over very few of them, and control over none.

Therapist's own faulty thinking