• Summary
  • Contents
  • Subject index

This book provides a comprehensive overview of the tasks and the processes of learning and writing required on counseling training courses and in the practice of counseling. The authors cover the entire training period, from choosing a course to the early stages of professional practice. Part I discusses learning skills, methods and approaches, looking at the context for learning, motivation, and experiential learning; Part II focuses on course requirements, the form of written assignmentsùhow to complete them and the difficulties that can be encounteredùas well as covering the basics of writing, including language, form, and style; Part III looks at the involvement of practicing counselors in continued learning and the kinds of writing that they may develop throughout their careers. Clear and accessible, Learning and Writing in Counselling contains a wealth of practical examples, suggestions, and “how-to” material. It will be a supportive and helpful guide to the specific learning and writing skills required by all trainee and practicing counselors.

Experiential Learning
Experiential learning

How do I know things? How do I learn things? These are two key questions in the struggle to understand ourselves and our relation to the world. In the western world, at any rate, the most commonly held view of ‘knowing’ is that it is derived from conceptual thinking, and that thinking is at the heart of our being. ‘Cogito ergo sum’ (I think, therefore I am), the essence of Descartes’ philosophy, sums up this position. The theory of experiencing (Gendlin, 1962; Bohart, 1993,1996) could, on the other hand, be summed up as T experience, therefore I am.’

The Primacy of Experiencing

Experiencing is ‘a different way of knowing than knowing through conceptual thinking’ (Bohart, 1996: 199). It connects with intuition and with sensing ...

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