Ethical Mindfulness

Overview

This 60-minute session introduces Year 1 counselling students (FDA level) to the concept of ethical mindfulness—a fundamental skill for ethical, reflective, and effective counselling practice. The lesson aligns with the Curriculum for Wales’s focus on Personal and Social Education (PSE) and Health and Well-being Area of Learning and Experience (AoLE), supporting learners to develop critical thinking, ethical reasoning, and self-awareness in professional settings.

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Curriculum Alignment

• Curriculum for Wales Framework
  • Health and Well-being AoLE
    • Learners must develop an understanding of mental health, ethical decision-making, and respectful communication with sensitivity to individual needs (Progression Step 3, Year 1 post-16 learners).
  • Personal and Social Education (PSE)
    • Learning Objectives:
      • Demonstrate ethical awareness and responsibility in professional contexts.
      • Reflect meaningfully on personal beliefs, values, and attitudes in relation to others.
      • Engage collaboratively in discussions about ethical scenarios.
  • Welsh Government Professional Standards for Teachers and Trainers
    • Encourage learner participation, reflective practice, and critical thinking applied to real-world situations.

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Learning Objectives

By the end of the session, learners will be able to:

1. Define ethical mindfulness and explain its significance within counselling practice.
2. Recognise how ethical mindfulness affects client interactions and therapeutic relationships.
3. Apply ethical mindfulness strategies to analyse counselling case studies.
4. Reflect personally on ethical challenges encountered or anticipated in counselling contexts.

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Resources Needed

• Whiteboard and markers
• Printed or projected case study snippets illustrating ethical dilemmas in counselling
• Journals or notebooks for reflective writing
• Pens
• Interactive digital timer (optional) for timed activities

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Lesson Structure

Time	Activity	Description
0-10 mins	Introduction & Context Setting	- Brief interactive lecture defining ethical mindfulness with examples relevant to counselling.

• Link underpinning values of counselling ethics per Curriculum for Wales: respect, confidentiality, empathy.
• Check prior knowledge through quick questions (“What does being ethical mean in counselling?”). | | 10-30 mins | Case Study Group Discussions | - Divide class into 5 groups of 5 students.
• Distribute different brief case studies highlighting ethical challenges (e.g., confidentiality breaches, dual relationships).
• Groups discuss: Identify the ethical issue and suggest mindful ethical responses. Encourage referencing concept definitions.
• Teacher circulates, facilitates and prompts deeper ethical reasoning. | | 30-40 mins | Group Sharing & Whole-Class Reflection | - Each group summarises their discussion for the whole class (2 minutes each).
• Facilitate a reflective conversation on similarities, differences, and applying ethical mindfulness in practice. Highlight the importance of self-awareness and continuous reflection as per Curriculum for Wales standards. | | 40-55 mins | Reflective Journaling | - Learners individually write a short reflection responding to prompts:
  • “Describe a situation where applying ethical mindfulness would be important.”
  • “What challenges might you face in practising ethical mindfulness?”
• Encourage honest reflection to enhance professional self-awareness. | | 55-60 mins | Assessment & Wrap-Up | - Collect written reflections (formative assessment).
• Quick round: Each learner states one key takeaway or question.
• Teacher provides feedback summarising session and emphasises ongoing ethical mindfulness development. |

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Differentiation and Inclusion

• Case studies vary in complexity to meet diverse learning needs.
• Group composition intentionally mixed to support peer learning.
• Reflective prompts adaptable for different literacy levels; provide writing frames if necessary.
• Encourage respectful listening and valuing diverse perspectives during discussions.

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Assessment

• Formative:
  • Observation of group discussion participation and contributions.
  • Quality and insight demonstrated in reflective journal entries.
• Success Criteria:
  • Learners accurately define ethical mindfulness.
  • Learners identify ethical dilemmas and suggest mindful responses.
  • Learners reflect critically on personal ethical challenges and professional growth.

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Teacher Reflection Notes

• Did learners engage thoughtfully with the ethical issues presented?
• Were there moments of insightful self-awareness or empathy?
• Could reflective journaling prompts be improved for deeper engagement?
• Consider follow-up lessons focused on specific ethical codes and further mindfulness practice.

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This lesson plan provides a scaffolded, interactive approach that aligns explicitly with the Curriculum for Wales goals of fostering ethical awareness, critical reflection, and effective communication, critical in the training of emerging counsellors.