Authentic Counselling Training
Giving and Receiving Feedback
[Under construction: 29 May 2005 ]
What kind of feedback?
Counselling training courses involve counselling trainees not only receiving feedback from course tutors, but also inevitably require counselling trainees to give feedback to, and receive from, each other. As the course progresses, so the demands on feedback change. For example, towards the end of a course, counselling trainees may wish to hone their practice so as to present it to an external examiner in the best light, and therefore typically demand of each other robust and strongly developmental feedback. On the other hand, at the beginning of a course, counselling trainees are anxious to develop trust both in each other and in the feedback process, and will typically offer trust-building feedback. Sometimes feedback is intended merely as a record of what took place. As an illustration, the following is adapted from feedback solicited from some counselling trainees about the kinds of feedback that wish to receive:
· During the observation, the observer reacts congruently as though a substitute speaker (client)
· During the observation, the observer writes down the salient points
· Delivering the feedback with constructive intentions
· Delivering the feedback with genuineness
· Making mostly positive comments
· Picking up on key points during the observed practice session, not on trivia
· Identifying what were key interventions during the observed practice session
· Identifying non-verbal communication during the observed practice session
· Pointing out missed opportunities during the observed practice session
· Suggesting alternative interventions, without suggesting that some intervention was wrong
· Suggesting a few points for improvement
· Trying to link observations to theory
The following is adapted from feedback solicited from some counselling trainees about the kinds of feedback that wish not to receive:
· Feedback that is false, fake or flattery
· Feedback that involves ‘game-playing’
· Feedback delivered in a confrontational manner
· Feedback that is undemanding to deliver, merely stating the banal
· Feedback that is largely somewhat critical
· Feedback containing strong criticism
· Feedback stating that some intervention was “wrong”
· Feedback delivered as though by a tutor, such as being directive, or giving advice
Sometimes feedback is taken by the listener (counsellor) and incorporated into an assignment. Sometimes feedback is offered by the feedback deliverer in the hope of a discussion so that they come to a better understanding of some issue. Sometimes feedback is intended to encourage the listener. Sometimes feedback is delivered in order to allow the feedback deliverer to feel superior.
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