Hello, My name is Rocky Biasi and I am the director of Human Connections. I have been a Secondary High School Teacher and Year Coordinator for over 10 years. Also, a School Counsellor and in these days, I’m in private practice.
In 2008, I created the Accidental Counsellor Training. The reason I created this training is because I could see that in my time in schools, as a teacher and as a year coordinator with Counselling training school staff, often found themselves in that Accidental Counsellor role, many times with little training around basic counselling skills. The Accidental Counsellor Training is a Solutions Focused Approach that focuses on client’s strengths and possibilities. The Solution Focused approach believes that the client has the solution to their problem and the role of the counsellor or the Accidental Counsellor is to facilitate and to help the client discover that solution for themselves.
Who should attend the Accidental Counsellor Training?
School staff, Community service workers or anyone who really finds themselves in a counselling role but not trained as counsellors.
Here’s what you will learn when you attend the training:
- How to direct your questioning so the client identifies their own possible solutions.
- How to listen effectively to help clients clarify their problems.
- How to assist them in setting goals and to consider new possibilities.
- How to focus the client positively towards solutions.
- How to help clients access their own personal resources to assist them to develop positive action plans.
- How to help clients challenge their negative self-talk and create positive behaviours.
This is some of the content that we will cover during the training:
- We look at positive psychology on how we can help students minimise risk factors and enhance well-being.
- The first morning we also look at the topic of boundaries, burn-out and self-care. It’s the relationship between the listener and/or the helper and the client that provides the best impetus and influence for healing and we need to be able to make sure we’re in the right state to be able to do that so looking after ourselves, making sure that we set appropriate limits to our care is crucial.
- Reflective listening and Meta communication is really just mirroring back to the client what that they’re saying and also focusing on open-ended type questions all too often because we’re in a rush to help the person we’re working with, we could slip into the role of advice-giver. Often times, it’s just important to hold the space, reflect back to the person what the person is actually saying and the person hears their thoughts out aloud reflected back to them. This can provide the impetus for new perspectives. Here’s a very simple example. Often times, if we would look at the school context you might have someone say, “I can’t do this” or “Nobody likes me.”
A meta-question would be “What is it that you can’t do exactly?” Meta-questions help us discover deeper structure communication rather than the surface structure communication.
We also look at challenging negative identity beliefs: I’m not good enough, no one likes me, I’m not smart enough.
These are the negative identity beliefs and what we do is we help the student through a series of 4 to 5 questions, look at the positive behaviour that occurs when they’re not focused on that negative belief, that negative thought. And then, we help the student take action; identify the positive behaviour and implement some of that positive behaviour.
focus on solution-focused brief therapy.
One of the questions in this therapy is called the “Exception question.” All too often, lots of time is being spent on focusing on why the student is behaving the way they are, why they’re being picked on, why they’re not paying attention, why they’re not turning up to school. Now, this is counter-productive. The focus here is on the unwanted behaviour. We need to pivot on the desired behaviour.
Solution-focused brief therapy has a fundamental philosophy.
“The meer act of constructing a vision of a solution acts as a catalyst for bringing it about.”
The aim of our conversations with the people we’re working with is to create some sort of picture or vision of what it is that they’ll be doing that’s desirable. We can use the Exception question as an example here. Rather than focusing on the unwanted behaviour, we could just ask questions like:
“Tell me about the times you haven’t been kicked out.”
“Tell me about the times when you have come to school.”
“What was different then?”
There are 3 processes that we engage to learn the skills during the workshop:
The first part is explanation where I explain what the skill and the theory is. I ask one of the participants to do a very short 5-minute roleplay to demonstrate the skill. The crucial part of the training is when the attendees form small groups of three and roleplay and practise the skill and I come around to provide individual and small group coaching.
To find out more about the Accidental Counsellor Training, go to
or Call 0425 365 294