Introduction
This essay aims to evaluate my personal strengths in using counselling skills, drawing on my experiences as a Level 3 counselling student and my professional background working in the field of drug and alcohol support. Counselling skills are pivotal in creating a safe, supportive environment for clients to explore their challenges, and self-reflection is a critical component of professional development in this field. By assessing my abilities against core counselling competencies—such as active listening, empathy, and maintaining boundaries—I seek to identify areas of proficiency while acknowledging limitations that require further growth. This evaluation will be structured into sections focusing on specific skills, supported by theoretical frameworks and personal examples. The essay will conclude with a summary of key strengths and implications for my ongoing practice. Through this reflective process, I aim to demonstrate a sound understanding of counselling principles, informed by academic literature and practical application.
Active Listening and Attentiveness
One of my primary strengths in using counselling skills lies in active listening, a foundational element of effective therapeutic communication. Active listening involves not only hearing a client’s words but also understanding the underlying emotions and meanings (Egan, 2014). In my work with individuals struggling with drug and alcohol dependency, I have developed a keen ability to focus entirely on the client, minimising distractions and demonstrating attentiveness through non-verbal cues such as nodding and maintaining eye contact. For instance, when working with a client who felt isolated due to their addiction, I consciously avoided interrupting and instead used paraphrasing to confirm my understanding of their experiences. This approach aligns with Rogers’ (1951) person-centred theory, which emphasises the importance of unconditional positive regard and genuine engagement in fostering client trust.
However, I recognise that my active listening skills are not without limitations. At times, particularly during emotionally intense sessions, I have found myself mentally preparing responses while the client is still speaking, which can detract from fully absorbing their message. This highlights a need for further mindfulness practice to enhance my presence in the moment, a skill that can be refined through continued supervision and training (Nelson-Jones, 2015). Despite this, my ability to create a space where clients feel heard is a strength that has consistently been acknowledged in feedback from peers during training role-plays.
Empathy and Emotional Understanding
Empathy, the capacity to understand and share the feelings of another, is arguably at the heart of effective counselling, and I consider it another area of personal strength. Working in the field of drug and alcohol support, I frequently encounter clients who experience shame, guilt, and societal stigma. By drawing on an empathetic stance, I strive to connect with their emotional world without judgement. For example, when a client expressed self-loathing after a relapse, I validated their feelings by acknowledging the difficulty of their journey, rather than offering empty reassurances. This approach mirrors the empathetic attunement advocated by Mearns and Thorne (2007), who argue that such genuine connection enables clients to feel truly understood.
Nevertheless, maintaining a balance between empathy and over-identification remains a challenge. There are moments when I risk becoming overly absorbed in a client’s pain, which can blur professional boundaries and lead to emotional fatigue. To address this, I have begun exploring self-care strategies, such as reflective journaling, to process my emotions outside of client interactions. While my empathetic nature fosters strong therapeutic alliances, I must continue to refine my ability to separate personal feelings from professional responsibilities, ensuring that empathy enhances rather than hinders my practice.
Maintaining Professional Boundaries
Another notable strength in my counselling skillset is my commitment to maintaining professional boundaries, which are essential for ethical practice and client safety. In the context of drug and alcohol work, where clients may exhibit dependency behaviours, clear boundaries prevent the risk of exploitation or inappropriate attachment (British Association for Counselling and Psychotherapy [BACP], 2018). I have consistently ensured that sessions remain client-focused, avoiding sharing personal information or extending support beyond professional limits. For instance, when a client requested ongoing contact outside of scheduled sessions, I gently but firmly explained the importance of maintaining a professional framework, offering alternative support resources instead.
That said, enforcing boundaries can occasionally feel uncomfortable, particularly when clients interpret such actions as rejection. This discomfort indicates an area for growth in confidently articulating boundary-setting as a form of care. Academic literature suggests that boundary maintenance is a skill honed through experience and supervision (Bond, 2015), and I intend to seek further guidance in this area. Despite these challenges, my dedication to ethical standards remains a core strength, ensuring that my practice aligns with professional guidelines.
Use of Reflective Practice for Skill Development
Finally, a significant strength lies in my engagement with reflective practice, which is integral to developing counselling skills. Reflective practice, as described by Schön (1983), involves critically examining one’s actions and thoughts to gain insights for improvement. In my studies at Level 3, I have maintained a reflective journal to evaluate my performance after each client interaction or role-play. This process has enabled me to identify patterns, such as a tendency to rush into problem-solving rather than allowing clients space to explore solutions themselves. By addressing this through targeted training and feedback, I have gradually adopted a more facilitative approach, empowering clients to find their own answers.
Although my reflective practice is robust, I sometimes struggle to translate insights into consistent behavioural changes, particularly under time constraints in a busy work environment. This limitation underscores the need for structured supervision to bridge the gap between reflection and application. Nonetheless, my commitment to self-evaluation demonstrates a proactive approach to skill development, which is essential for long-term growth in the counselling field.
Conclusion
In conclusion, this essay has evaluated my strengths in using counselling skills, focusing on active listening, empathy, boundary maintenance, and reflective practice. My ability to engage clients through attentive listening and genuine empathy fosters trust and facilitates therapeutic progress, particularly in the challenging context of drug and alcohol support. Additionally, my adherence to professional boundaries and dedication to reflective practice underpin my ethical and developmental approach to counselling. However, areas such as over-identification in empathy and occasional lapses in active listening highlight the need for ongoing training and supervision. These limitations, while present, do not detract from my overall competency but rather provide direction for future growth. The implications of this evaluation are clear: by continuing to build on my strengths and address my weaknesses, I can enhance my effectiveness as a counsellor, ultimately benefiting the clients I serve. This reflective process not only aligns with the expectations of a Level 3 counselling student but also reinforces my commitment to delivering compassionate, skilled support in my professional practice.
References
- Bond, T. (2015) Standards and Ethics for Counselling in Action. 4th edn. London: SAGE Publications.
- British Association for Counselling and Psychotherapy (BACP) (2018) Ethical Framework for the Counselling Professions. BACP.
- Egan, G. (2014) The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping. 10th edn. Belmont, CA: Brooks/Cole.
- Mearns, D. and Thorne, B. (2007) Person-Centred Counselling in Action. 3rd edn. London: SAGE Publications.
- Nelson-Jones, R. (2015) Basic Counselling Skills: A Helper’s Manual. 4th edn. London: SAGE Publications.
- Rogers, C. R. (1951) Client-Centered Therapy: Its Current Practice, Implications, and Theory. Boston: Houghton Mifflin.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
