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Counselling Children and Adolescents Online Bundle, 3 Certificate Courses

Learn how to help individuals to find their own answers

Get Counselling Children & Adolescents, Nutrition for Children & Adolescents and Social Care with Children & Families in this Bundle

1. Counselling Children and Adolescents: Learn how to help individuals to find their own answers

Counsellors help individuals to find their own answers and make their own choices. They help clients to reduce confusion and gain a different perspective to cope with life’s challenges and make positive changes where necessary.

About Counselling Children & Adolescents

Counselling children and adolescents is often different from counselling adults, though the objective is the same. Methods used in counselling children and adolescents often depend on the clients’ age, development stage and individual challenges. Your role as the counsellor is to help the client, no matter the age, to make their own decisions rather than making decisions for them.

About Our Counselling Children & Adolescents Course

From the counselling relationship through child development, as well as the information you need to establish a successful practice, our online counselling course will prepare you with the knowledge needed to be an effective child and adolescent counsellor.

What Can I Do After Taking This Course?

With educational establishments looking to provide professional, in-house counselling for their students, there are ever increasing opportunities for counsellors who are able to relate to young people in an understanding and appropriate therapeutic environment.

2. Nutrition for Children and Adolescents: Learn How To Improve The Health And Nutrition Of Children

With the exception of very young children (4-6 years old), between 40-69% of children in Britain are largely inactive, spending less than one hour a day participating in activities of moderate intensity. These findings are also consistent with a number of other recent reports concerning the increasing prevalence of overweight and obesity in children. This is a situation that is mirrored in adults and is likely to stem from the same fundamental causes.

Like many adults, British children are typically eating less than half the recommended five portions of fruit and vegetables a day. One in five (4-18 year olds) eat no fruit at all during an average week. Poor eating and poor physical activity habits in childhood may increase the risk of health problems in later in life. The diet of a child is a factor, to varying degrees, in the development of a number of diseases, either in childhood itself or during adult life, such as obesity, iron deficiency anaemia, dental caries, coronary heart disease, hypertension, osteoporosis and cancer.

There is some evidence to suggest that health traits present in childhood tend to track into adult life, including body weight, blood levels of cholesterol, other blood lipids and insulin, and blood pressure.

Improving the health and nutrition of children should remain a priority for the government, health professionals, the food industry and teachers alike. But more importantly, parents should also have an active role in providing the best nutritional quality to their children. The course aims to show parents and practitioners how to improve the health and nutrition of children.

3. Social Care with Children and Families: Learn How To Work With Children And Families In A Social Work Context

Working with children and families is a highly specialised and skilled area of social work. To be effective social workers need to be flexible, knowledgeable and highly mindful of many aspects of the family and the obstacles that can arise when working with this group.

Social care professionals who work specifically with children and families often provide guidance and support, counselling and supervisory services to families facing economic, family, substance abuse and illness-related difficulties. These social care workers collaborate with teachers, lawyers, police and medical professionals to provide quality care to families and children.

This course in child and family social care will aim to introduce you to the structure of the family, and to teach you to take the necessary factors into consideration as well as the proper procedures and courses of action involved when working with children and families in a social work context.

Receive Lifetime Access to Course Materials, so you can review at any time.

For comprehensive information on units of study click the units of study tab above.

This is an incredible opportunity to invest in yourself and your future, sharpen your training skills and learn what it takes to create your own success with Courses For Success Today!

Course Fast Facts:

  1. All courses are easy to follow and understand
  2. Unlimited lifetime access to course materials
  3. Study as many courses as you want
  4. Delivered 100% on-line and accessible 24/7 from any computer or smartphone
  5. You can study from home or at work, at your own pace, in your own time
  6. Download printer friendly course content

Course Delivery

Courses are accessed online by any device including PC, tablet or Smart Phone. Upon purchase an automated welcome email will be sent to you (please check your junk email inbox if not received as this is an automated email), in order for you to access your online course, which is Available 24/7 on any computer or smart mobile device. 

Recognition & Accreditation

Upon completion of  each course assessment, you will receive a certificate per course. An accredited certificate from the awarding body relating to your course.

Receive Lifetime Access to Course Materials, so you can review at any time.

Counselling Children and Adolescents Online Bundle, 3 Courses includes the following courses, below is a summary of each course: 

Course 1 - Certificate in Counselling Children and Adolescents Online Course

Definition of Counselling

  • Counselling
  • Introduction
  • Clarification
  • Thoughts
  • Feelings
  • Decision-making
  • Coping
  • Disturbing
  • Deal with feelings positively
  • Opportunity to explore living more resourcefully
  • Helps client find own answers
  • Take charge of their lives
  • Make necessary changes
  • Self-discovery
  • Strengths
  • Weaknesses
  • Personal experience between two people
  • Commitment
  • Time
  • Effort
  • Conditioned response
  • Patter of behaviour
  • Result of external demands
  • Established by approval of presenting people
  • A block
  • Unrecognised action/course of behaviour
  • Prevents pursuit of desired action
  • Prevents recognition of clients feelings
  • Reflecting
  • Repetition to client of a thought or feeling he voiced
  • Client recognises true feelings
  • Indicates acceptance by counsellor
  • Supervisor
  • Counselling colleague
  • Assess and evaluate own work with a client
  • Resolves feelings and difficulties aroused
  • Active listening skills
  • 90% of session
  • Acquired skill
  • Hard work
  • Non-judgemental
  • Attentive
  • Caring
  • Patience
  • Concentration
  • Powers of recall
  • Content
  • Expression
  • Energy
  • Focus attention to verbal expressions
  • Confronting inconsistencies
  • Specific questioning
  • Concrete statements
  • Interest
  • Sharing
  • Prepares for empathic response
  • Gather information
  • Related to problem
  • Future goals
  • Clues
  • Emotional state
  • Spiritual functioning
  • Asses energy levels
  • Tone of voice
  • Low energy level
  • Flat monotonous tone
  • High energy level
  • Excited
  • Euphoric
  • Themes are heard and registered
  • Recurring themes surface
  • Listening with inner ear
  • Unspoken matters
  • Recurring patterns
  • Honest
  • Responding in a manner which reflects your feelings
  • Gracious
  • Congruent
  • Interviewing skills
  • Initial interview is critical
  • Extreme care
  • Establish bonds between client and counsellor
  • Create structure
  • Clarifying
  • Paraphrasing
  • Guiding
  • Use of all senses
  • Evaluate and lead the process
  • Maintain eye contact
  • Avoid distracting behaviour
  • Bouncing knees
  • Tapping fingers
  • Tasks
  • Empathy
  • Emotional state
  • Situation
  • Gather information
  • Create a mirror
  • Information on other supportive facilities
  • Motivational books
  • Ego surrogate
  • Information on adverse effects
  • Mind
  • Body
  • Positive thinking
  • Caring with confrontation
  • Provide hope

 The Counselling Relationship

  • Empathy
  • Malignancy
  • Over-dependency
  • Unresolved transference or sexual relationships
  • Frightened
  • Incompetent
  • Poor training
  • Professional distance
  • Acceptance facilitates change
  • Skilful reflective listening
  • Ambivalence is normal
  • Discrepancy between present behaviour and goals motivates change
  • Client should present arguments for change
  • Counterproductive
  • Defending breeds defensiveness
  • Resistance - a signal to change strategies
  • Labelling is unnecessary
  • Allow elaboration in response
  • Reflect back
  • Frequently and accurately
  • Non-mechanical manner
  • Supportive statements
  • Understanding appreciation
  • Link information
  • Reinforce
  • Help client hear self-motivational statements

 The Development Cycle

  • Maturity levels and growth patterns
  • Reading difficulties
  • Discuss
  • Bullying
  • ‘Double-periods’
  • Ready for the schoolroom
  • General intelligence
  • Adaptability
  • Well-rounded action system
  • Blood vessels
  • Heart
  • Lungs
  • Gastrointestinal tract
  • Genitourinary organs
  • Sphincters
  • Mucous
  • Sweat glands
  • Ductless glands of internal secretion
  • Skin
  • Mucous membranes
  • Joint surfaces
  • Tendons
  • Highly specialised organs of sense
  • Muscular system
  • Memory
  • Speech
  • Imagery
  • Symbolism
  • Volition
  • Nerves and nerve tracts
  • Woven/Interwoven
  • Feltwork of branching fibres
  • Creating new patterns while it grows.
  • Ocular focus
  • Arm approach
  • Manual grasp
  • Finger grasp
  • Release

Parent, Child, Teacher Relationships

  • Language arts
  • Five year old is well balanced
  • Sciences
  • Personal-social participation
  • Considerateness
  • Humour
  • Philosophy of growth

 The Complexities of Growth

  • Organisms
  • Tensional behaviours
  • Temper tantrums
  • Intrinsic - self phase
  • Social - reference phase
  • Reciprocal self - and - social phase

Introduction – Psychological Development

  • Instinct
  • Two basic energies determine behaviour:
  • Drive
  • Biological need for
  • Concept of drive

Conflict and Stress

  • Conflict
  • Areas of abnormality
  • Deviation from statistical norms
  • Deviation from social norms
  • Maladaptive behaviour
  • Efficient perceptions of reality
  • Self-knowledge
  • Exercise voluntary control over behaviour
  • Self-esteem and acceptance
  • Ability to form affectionate relationships
  • Productivity

Behaviour Therapies

  • Systematic desensitisation
  • Self-regulation
  • Inhibitory personality
  • Placebo effect
  • ‘Hello-goodbye’ effect

Grief and Bereavement

  • Bereavement counselling
  • Facing conflicts
  • Stress-specific reactions
  • Typically normal
  • Chronic
  • Inhibited
  • Delayed
  • Non-specific and mixed reactions
  • Typically normal grief

Exploring Grief and Letting Go

  • Pang or Wave
  • Other symptoms
  • Symptoms of grief
  • Causes
  • Other experiences
  • Bereavement on the male client
  • Four phases:
  • Two additional ‘recovery phases’
  • The Person Centred Approach to counselling the male client involves:
  • Feelings
  • Result

Working With Children

  • Psychiatric research
  • Handling apprehension
  • Behavioural changes
  • Physical symptoms
  • Bereavement reactions
  • Rights of the bereaved

What is Co-dependency?

  • Co-dependents
  • ‘The Family of Origin’
  • Confining relationship


  • Two levels of acceptance
  • Intimacy
  • Four dimensions of intimacy:
  • Elements of recovery
  • Behavioural
  • Action
  • Cognitive
  • Reconstruction
  • Natural planes of existence
  • Dysfunctional families have combinations of:
  • Co-dependents and ‘Emotional Expression’
  • Cognitive reconstruction
  • Affirmations
  • Spiritual awareness

Using Newly-Found Skills

  • Inventory of positive aspects
  • The old and usual: Your client can choose to:
  • The new and fulfilling: Your client can choose to:
  • Communication
  • Privacy
  • Compromise
  • Rigidity – transformed to - Flexibility
  • Silence – transformed to - Expression
  • Denial – transformed to - Acceptance
  • Isolation – transformed to – Intimacy

Dysfunctional Families Explained

  • Dysfunction within the family unit
  • Stage 1
  • Stage 2
  • Stage 3
  • Stage 4
  • Stage 5
  • Stage 6
  • Stage 7
  • Every dysfunctional family follows the rules
  • Flexibility
  • Expression
  • Acceptance
  • Intimacy

Recovery – The Therapeutic Process

  • Resists attendance
  • Reason to be present
  • Initial interview without key-member
  • Compassionate observer self

Moving on – Emotional Intimacy

  • Four dimensions of intimacy
  • Emotional
  • Physical
  • Mental
  • Spiritual
  • Verbalisation

Psychological Study of Education

  • Learning
  • Respondent behaviour
  • Direct response to a stimulus
  • Operant conditioning of autonomic responses
  • To control
  • Punishment


  • Encoding
  • Storage
  • Retrieval
  • Emotional factors in forgetting
  • Improving long-term memory
  • Successful retrieval
  • Organisation
  • Context

The Use of Language

  • Producing sentences
  • Understanding sentences
  • Knowledge children acquire
  • Operating principles
  • Principles
  • Language confusion
  • Sources
  • Solution
  • Memory
  • Environment
  • Detrimental aspects
  • Reading readiness
  • A child should have

Child Bullying and Child Abuse

  • Bullying

Setting Up a Practice

  • Setting up a practice
  • Assessing a business opportunity
  • Step 1: Critical success factors
  • Step 2: Checking Viability
  • Step 3: Financial Viability

Course 2 - Certificate in Nutrition for Children and Adolescents Online Course

Introduction to the Nutrient Concept

  • Nutrition
  • Brief Overview of Nutrition History
  • Nutrition Process

Essential Nutrients & Macronutrients

  • Water
  • Protein
  • Carbohydrates
  • Fats


  • What Are Enzymes?
  • Enzymes Deficit & Disease
  • Food Enzymes
  • Co-enzymes & Co-factors
  • Enzymes Supplementation
  • Lipase Supplementation

Vitamins, Fatty Acids & Minerals

  • Vitamin A
  • Vitamin B1 - Thiamin
  • Vitamin B2 - Riboflavin
  • Vitamin B3 - Niacin
  • Vitamin B5 – Pantothenic Acid
  • Vitamin B6 - Pyridoxine
  • Vitamin B12 - Cobalamin
  • Biotin
  • Folate
  • Vitamin C
  • Vitamin D
  • Vitamin E
  • Vitamin K
  • Fatty Acids
  • Calcium
  • Phosphorous
  • Sodium
  • Potassium
  • Iron
  • Zinc
  • Magnesium
  • Iodine
  • Manganese
  • Chromium
  • Copper
  • Selenium

The Western Diet

  • Food Processing

Gastrointestinal Disorders

  • Deficit of Digestive Enzymes
  • Malabsorption Syndrome
  • Bacterial Dysbiosis
  • Symptoms of Indicanuria
  • Intestinal Hyper-permeability

Immune System & Nutrition

  • Immune System
  • Immune Recognition
  • Chemical Nature of Immunogens
  • Innate Immune Responses
  • Specific or Adaptive Immunity
  • Immunological Memory
  • Lymphatic System
  • Disorders of the Immune System
  • Digestive Leucocytosis
  • Immune Complexes Formation & Deposition
  • Chronic Inflammation Disorders
  • Inflammation & Cancer


  • Terminology
  • Body Fuel
  • Lipid Metabolism
  • Lipase Deficiency
  • Adipose Tissue

Attention Deficit Disorder W/WO Hyperactivity

  • ADHD Etiology & Contributory Factors
  • Nutritional Deficiencies
  • Food additives
  • Refined Sugars
  • Food Allergies
  • Exorphins
  • ADHD As An Autoimmune Disease
  • Treating ADHD

Autism Spectrum Disorder

  • Introduction
  • Gastrointestinal Abnormalities
  • Nutritional Deficiencies
  • Inmunological Deficiencies
  • Coagulation Abnormalities
  • Autism as an Immune Disease
  • Advantages of Oral Enzymes Treating Autism

Functional Foods

  • Functional Food
  • Functional Foods from Plant Sources
  • Functional Foods from Animal Sources
  • Prebiotics

Course 3 - Certificate in Social Care with Children and Families Online Course

The Social and Political Context of Social Work with Children and Families

  • Families in History: Myths and Realities
  • Politics and the Family
  • Social Policy and the Family
  • What is a Family?
  • Meanings of Childhood
  • Inequalities Between Families
  • Inequalities Within Families
  • Black and White Perspectives on the Family

Principles of Social Work with Children and Families

  • The Potential and Limits of Social Work
  • Anti-Oppressive Social Work With Children and Families
  • Partnership With Family Members
  • Focusing on People’s Abilities and Resources
  • Listening to Children
  • Partnership With Other Agencies
  • Addressing Tensions Between Care and Control
  • Developing a Personal Statement of Principles
  • The Process of Social Work with Children and Families
  • Assessment: Information Gathering
  • Identifying and Prioritising Needs
  • Identifying Resources to Meet Needs
  • Planning: Identifying Options and Agreeing Roles, Tasks and Priorities
  • The Process of Implementation
  • Implementation in Practice

The Process of Social Work With Children and Families

  • Monitoring, Review and Evaluation
  • Direct Work with Children and Young People in the Family
  • Working With Children and Young People
  • The Needs of Children
  • Issues of Identity
  • Communicating With Children
  • Observing Children

Direct Work With Black Children and Young People

  • Involving Children in Decision-Making
  • Support Systems and Networks for Children and Young PeopleWorking with Adults in the Family
  • Adults Have Needs, Too
  • Personal Issues for Adults

Helping With Relationship Difficulties

  • Male Violence Toward Women in Families
  • Elders in the Family
  • Women and Men as Parents and CarersWorking With the Family as a Group
  • Working With the Family as a Group
  • Co-Working and Using Consultation

Process Skills in Family Group Work: Referral and Initial Contact

  • Process Skills in Family Group Work: Beginnings
  • Process Skills in Family Group Work: Continuing Work
  • Process Skills in Family Group Work: EndingsImmediate Protection of the Child
  • What Child Abuse Is
  • Defining Child Abuse
  • Why Do People Abuse Children?
  • The Signs and Symptoms of Child Abuse
  • Judging How Safe a Child is at HomeThe Structures and Procedures for Protecting Children
  • Investigating Suspected Cases of Child Abuse
  • Child Protection Conferences
  • Assessment of Long-Term Planning

Protecting Children 2: Ensuring the Child’s Future Welfare

  • Working with Families Who Have a Member on the Child Protection Register
  • Working with Children Who Are on The Child Protection Register
  • Working with Children Who Have Been Harmed
  • Children Who Have Been Harmed Returning Home
  • Children Who Have Been Harmed Not Returning Home
  • Working with Other Family Members When a Child Has Been Harmed
  • Child Protection Review
  • Planning for the Child’s Future

Working with Children being Looked after by the Local Authority

  • Why Do Children Need Looking After by the Local Authority
  • Promoting the Health and Education of Children
  • The Duties of Local Authorities When Looking After Children
  • Risks and Benefits of Being Looked After by the Local Authority
  • Working in Partnership
  • Making Plans to Look After Children
  • Anti-discriminatory Practice in the Placement of Children
  • Working with Children Placed in Foster Families
  • Promoting Contact
  • Group Living

Social Work with Families through Transitions, Loss and Gain

  • Transitions in the Family: Losses and Gains
  • Social Work With Separation and Divorce in Families
  • Social Work with Illness in the Family
  • Social Work with Dying, Death and Bereavement in the Family
  • Social Work with New Families
  • Enabling Children to Grow Up

Children and Families and Special Needs

  • What are Special Needs?
  • Identifying Needs
  • The Legal Framework: Part One - The Children Act 1989 and Special Needs
  • The Legal Framework: Part Two - Children with Special Needs and their Protection
  • From the Identification of Need to the Provision of Services
  • How Services to Children with Special Needs and Their Families are Viewed
  • Other parts of the Jigsaw Beyond the Health, Education and Social Services
  • Beginning Work, Ending Work

Empowerment and Partnership in Work With Children and Families

  • Empowerment and Partnership: Understanding Terms
  • Understanding Power and Promoting Empowerment
  • Evaluating Partnership and Empowerment
  • Empowerment and the Social Worker
  • Empowerment, Partnership and Agency Context
  • Exploring Feelings on Partnerships With Families
  • Inter-agency and Multi-disciplinary Partnership

Entry requirements

Students must have basic literacy and numeracy skills.

Minimum education

Open entry. Previous schooling and academic achievements are not required for entry into this course.

Computer requirements

Students will need access to a computer and the internet. 

Minimum specifications for the computer are:


  • Microsoft Windows XP, or later
  • Modern and up to date Browser (Internet Explorer 8 or later, Firefox, Chrome, Safari)


  • OSX/iOS 6 or later
  • Modern and up to date Browser (Firefox, Chrome, Safari)

All systems

  • Internet bandwidth of 1Mb or faster
  • Flash player or a browser with HTML5 video capabilities(Currently Internet Explorer 9, Firefox, Chrome, Safari)

Students will also need access the following applications:

Adobe Acrobat Reader

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Course Summary

Course ID No.: 009OACCAAD3CB
Delivery Mode: Online
Course Access: Unlimited lifetime access to course material
Time required: Study at your own pace
Assessments: Yes
Qualification: Certificate