ABSTRACT
The first part of this chapter focuses upon ways in which the trainer as educator can understand and accommodate the individuality of the learner. The question is posed: education or training? Discussion then follows on theories of learning; learning styles; personality, motivation and selfconcept of the learner. The second part of the chapter focuses upon one aspect of educating counsellors: the development of counselling skills. The research literature is considered with particular reference to two approaches: the microcounselling approach and the problem management approach. The three major components of skills training are considered. These are: cognitive understanding through instruction and discussion, modelling, and supervised practice with feedback. Finally, trainee experiences of skill development in groups are shared.
