Counselling and group work for depression, stress and anxiety in Sussex

30 SepHeartswork Certificate in Groupwork starting Nov 2013

The Heartswork Certificate in Groupwork sponsored by As You Are is designed to provide experiential and theoretical learning for people who wish to develop and improve their work with groups designed to help people.

The aim of the course is to help people become skilled and reflective groupworkers. The course is integrative and humanistic in philosophy and has additional content from other schools which I have found interesting and useful.

“Theory is when you have ideas – ideology is when ideas have you”


Selection will be based on the following criteria:

  1. Enthusiasm
  2. Commitment
  3. Ability to cope with the emotional and intellectual demands of the  course and at least one of the following:
    • Previous experience of groupwork as a leader or co-leader
    • Previous training in one-to-one counselling/therapy
    • Previous training and/or experience in the caring professions
    • Previous experience in the voluntary sector working with groups
    • Previous experience as a trainer

Please note the trainers reserve the right to tell participants to leave the course should they jeopardise the safety and well-being of the group e.g. by persistent breaking of agreed rules, breaches of confidentiality or show a lack of understanding of ethical issues.

The minimum number of participants will be 8.


The course in 60 hours long (excluding breaks, lunch etc) consisting of 10 days training between November 2013 and July 2014.

Training Dates

  • Saturday November 9th
  • Sunday December 8th
  • Saturday January 4th
  • Sunday February 9th
  • Saturday March 8th
  • Sunday April 6th
  • Saturday May 3rd
  • Sunday May 25th
  • Sunday June 8th
  • Saturday July 5th


The cost of the course is £560.00. Students pay either in instalments or a full amount.


To qualify for the award of  the Heartswork Certificate in Groupwork students will need to:

  1. Have satisfactory attendance and active participation in the taught part of the course.
  2. If for any reason students cannot attend a module or will be significantly late or leave early they must inform the tutor beforehand and this information will be shared with the group.
  3. Where modules are missed or students are significantly late or leave early, students must agree with the tutor how they will make up for the missed learning and record this in their learning journals. If attendance is below 80% for whatever reason no award will be made.
  4. Maintain a Learning Journal which is to be handed in for review as requested. Feedback on the content will be provided by the tutor or assessor. The student’s learning will be assessed for understanding and personal integration of the concepts taught on the course.
  5. Satisfactory outcomes from self, peer and tutor assessment of work on the course including  elements drawn from:
    • Emotional and Social Competencies (see below)
    • The Evaluation of Group Leader Skills (Corey)
    • The Desired Skills of a Competent Intervenor (Nevis)
  6. Shows a clear knowledge of, and commitment to, ethical good practice.

Emotional and Social Competencies

An important part of professional training to help other people is to develop the practitioners own emotional and social awareness and skills. It is important that group members show in their behaviour and attitudes in and out of the group that they are respectful responsive and potent in their dealings with others.

Conduct and Attitude- walking our talk

  • Appreciates the necessity for boundaries in personal and professional life and conducts themselves in the light of that understanding e.g. punctuality, deadlines etc.
  • Takes responsibility for  checking their understanding of taught material
  • Makes and keeps contracts of all kinds

Emotional and Social Competence-expressions of “response-ability”

  • Identifies and expresses own thoughts and feelings clearly in ways which are readily heard and understood by others.
  • Infers others feelings and attitudes from expressions and behaviour and checks their intuitions in a non-judgemental way.
  • Gives positive unqualified non-comparative feedback and checks it has been fully heard and understood.
  • Gives negative feedback in a non-judgemental non-comparative in a way that is most likely to promote change.
  • Accepts positive non-comparative feedback openly and graciously
  • Acepts negative feedback and uses it as information to change or, after thoughtful consideration , rejects the negative feedback and gives grounds for doing so.
  • Shows awareness of their impact on others and seeks information about this in a non-defensive way.
  • Refrains from gossip and gives feedback directly  to the person it “belongs” to.
  • Understands that there are many aspects of human experience that are not clear cut and manages their anxiety about ambiguity.
  • Shows a sense of proportion about themselves, others and the world- understanding that healthy self-esteem does not include  false modesty or demanding special treatment.
  • Has a positive attitude to unexpected changes and emergencies.
  • Can apologise and where appropriate make amends without self-punishment.
  • Can accept an apology graciously.
  • Accepts the responsibility of being a group leader and uses their skills for the benefit of group participants.