This reflection is based on a fifteen-minute counselling session conducted online on Microsoft Teams. The client is a fellow student who is role-playing with a case study provided by the tutor. The session was recorded with full permission from all participants and was supervised by tutor Ruth Groff. Also present was an observer who was also a fellow student.
My introduction was clear and open and I ensured the contract was formed correctly. I also mentioned the observers and informed the client of the time allowance. I then checked that the client understood the contract terms. 
I began with an open question asking what had brought the client into this session, which led to an understanding it regarded her issues with university. Unfortunately, my physical reaction to this was to tilt my head back slightly and roll my eyes. In addition, I looked away from the screen several times, appearing uninterested or bored during the session. However, I was still recovering from Covid-19 and found that the after-effects of this were light sensitivity and concentration levels. This had affected my performance drastically and made me realise how I had relied heavily upon both to give my full attention to the client, especially as you would need to recall previous conversations to reflect on (DeSimone, 2022). 
I made several mistakes by asking closed questions, such as when I asked, "have you spoken to your tutors about that?". This type of questioning meant the client could only give a one-word answers and often they don't expand on the issue, leading to a possible awkward feeling. On this occasion, the client did continue to speak. I must now ensure that in future, questions I ask the client are to be open-ended. I also realised I would ask a closed question and answer it too, for example, when I asked, "do you feel comfortable talking to tutors about this, no?". This could influence the client in how they answer and potentially make them feel that their opinions or emotions are being overlooked and ignored (Rautalinko, 2013).
I also realised that I had not used any positive encouragements earlier in this session, such as nodding my head or using vocal cues such as 'mhmm'. Using positive encouragements lets the client know that they are being listened to and validates their emotions and feelings. It also conveys that attention is being paid to them (Sharpley et al., 2010). 
Throughout this course, it has become clear how using open questions as a counsellor can build a good rapport and give the client space and time to elaborate on what has been asked. This can also allow the client to reflect and think more deeply regarding their emotions (McLeod, 2011).
Frankel et al. (2012) explain how a counsellor needs to practice and harness the skill of reflection to further their skills and potentially their emotional intelligence, which can further counsellor development when practised together. Significantly, reflecting can advance problem-solving skills that result in a better insight into issues. Using these skills simultaneously would be beneficial not just for the counsellor but also the client (Bassot, 2015). 
Unconditional positive regard, empathy, and congruency were the three core conditions put forward by Carl Rogers (1957). These skills have become the foundation of specific counselling courses and practices. One of the other skills needed for the counsellor is a solid impartial mindset and concreteness to help the client successfully. I am confident that I have obtained and practised these skills within a counselling background and the work environment (McLeod, 2011).  At 1.56 I show congruency when the client explains how she needs help now before it gets too extreme. I explain that she needs to take into consideration how that is a positive step in the right direction and that she should acknowledge that. At 5.27 I openly show unconditional positive regard when she feels she has a lack of confidence to be on the course. I explain that to be on the course you need to be good, which she agrees with.   
Asking the client what they feel would be the best course of action for them, was also beneficial, as the client acknowledged they had control of the situation. This worked well in my opinion, with this issue, as she felt overwhelmed and unable to control any aspect of it initially. Upon realising that focusing on one assignment at a time and doing this step by step, the client realised it would be less overwhelming and put her back on track.
Upon reflection, I found that I should realise and understand that if I am physically and mentally unwell, I should focus on recovering as it impacts my role as a counsellor. To continue when unwell could have detrimental effects on the client and the rapport that needs to be built.  
One of the issues I have tried to work on is that of suggesting what the client could do and not letting them come to their own conclusions. I tend to advise rather than encourage the client to form their own ideas. I understand that the counsellor needs to be a blank space that the client can project upon. I now try to use silence instead to let the client fill the space but still find it challenging to implement. Dayton-Sakari et al. (1997) constructed a study that showed how counsellors benefitted from reflecting on being a counsellor and unifying their past and present experiences. This gave insight that previously the counsellor was unaware of. They mainly did this by using silence to fill their thoughts and feelings about their experiences.
Having this counselling session online was difficult as alongside light sensitivity, I was unable to correctly perform S.O.L.E.R. Specifically body language. Although body language can give out a lot of information about the client and how they feel, the client can also see the counsellor exhibit positive body language in response. This aids rapport building and openness. It is a vital process of showing active listening skills. I had nodded and presented minimal encouragers to exhibit these skills though it was still challenging and awkward at times due to the internet connection cutting out sporadically (McCann et al., 2013).           
A strength I noticed, through this reflection, is how I encourage the client to see their issue from a different perspective. For example, as I questioned why she felt she needed to isolate herself from socialising with other students on her course, the client explained it was because she had not submitted any work and would not enjoy herself. The client then realised that it was not beneficial for her to not socialise as it could help take her mind off the issues she is struggling with. I then ensured she knew how positive it was for her to realise this, which led to her understanding that maybe just focusing on one assignment at a time would be best to tackle this issue (Williams et al., 2012).
I found the ending of the session to be very positive. I ensured the client that I was there for them and welcomed any issues the client wanted to put forward without judgement. Understanding they are not alone and that any of the problems the client wanted to talk about would be dealt with as a team. This is especially vital as the client needs to understand their feelings and emotions are valid and that it is a safe space for them to explore these emotions and thoughts they might have. I believe this was a beneficial learning curve for future experiences as I now understand how vital practising the core conditions, alongside reflection, is to furtheing my counselling skills. In future, I need to make sure I am physically and mentally fit for my client as this can be detrimental to the client's experience, especially as it might come across as being uninterested and neglectful.
In conclusion, I felt that the atmosphere I created was inviting and calm without any visual distractions, as it should be. However, the lighting was an issue, as it got brighter from the sun you couldn't see my face clearly towards the end of the session. This can impact eye contact and ability to show emotion through facial expressions.
I believe that the experience I gained through these sessions and training has led me to reflect and further my counselling skills. Practising them daily has given me the confidence to approach situations differently to gain a better perspective. Thus, reflection has been a skill I've relied upon to do this. Gibbs reflective cycle (1988) has assisted me in achieving this, alongside implementing the helper’s model. I have found that these skills have also helped my emotional intelligence and strengthened my use of core conditions. Thus, has enabled me to create a safe space for addressing my own emotions and issues, which is the first step to being resilient (Wosket, 2008).
I also understand that I need to be genuine and challenge my own limitations and find ways of working on them to become a better counsellor. This will also broaden my learning agility and have a positive outcome. Once overcome, it can be turned into a strength.