CPD and OPD for Counsellors in Australia

Understand the Continuing Professional Development (CPD) landscape for counsellors in Australia, including your annual CPD requirements as a counsellor, what qualifies as CPD, and more.  

Last reviewed: 24 September 2024

Related articles: CPD for Psychologists in Australia, CPD for Social Workers in Australia, CPD for Occupational Therapists in Australia.

An overview of CPD/OPD requirements for counsellors in Australia

Continuing Professional Development (CPD) refers to the process through which professionals maintain and enhance their knowledge, skills, and abilities throughout their careers. In Australia, CPD standards for counsellors are set by peak industry associations such as the Australian Counselling Association (ACA) and the Psychotherapy and Counselling Federation of Australia (PACFA). To maintain member registration with either ACA or PACFA, counsellors are required to undertake a minimum number of professional development hours per year, and demonstrate this through participation records such as certificates, transcripts, etc.

While there are myriad Associations for counsellors, this article will focus on the CPD requirements for ACA and PACFA, which membership base encompasses the majority of practicing counsellors in Australia.

Note on terminology: While the term Continuing Professional Development (CPD) is broadly used in the mental health industry, the Australian Counselling Association (ACA) utilises the term Ongoing Professional Development (OPD). Throughout this article we will use both terms interchangeably; where CPD is mentioned, it should also refer to OPD.

What is considered Continuing Professional Development (CPD)?

Both ACA and PACFA recognise as Continuing Professional Development (CPD) activities that relate to a counsellor’s scope of practice and CPD goals. CPD may include both structured and unstructured learning activities which directly contribute to a counsellor’s competence to practice:

• Learning formats: CPD can be completed in a variety of formats, including online courses and events, in-person conferences and workshops, self-directed learning (e.g. reading journal articles, listening to podcasts), reflective practice, and more.

• Learning sources: Counsellors can access CPD activities from numerous sources including specialist training providers (e.g. Mental Health Academy), industry peak associations (e.g. ACA and PACFA), publications (e.g. peer-reviewed journal and industry magazines), universities and accredited colleges, and more. 

OPD requirements for ACA members

All practicing members of the Australian Counselling Association (ACA) are required to accrue 25 Ongoing Professional Development (OPD) points per membership year.  The Australian Counselling Association (ACA) uses a points system to allocate Ongoing Professional Development (OPD) points based on the duration of OPD activities and its ACA approval status (ACA approved OPD events are activities that have been reviewed and approved by the ACA through a formal application process completed by training providers).

A detailed table outlining how OPD points are allocated and the conditions specific to each type of OPD activity can be found on page 2 of the ACA OPD Policy. Following is a summary of activities that can accrue OPD points with the ACA:

• Annual Subscription to Counselling Australia Journal
• ACA approved Chapter or MA meeting with a formal PD presentation (min. 1 hour)
• Online training program (min. 1 hour)
• Workshop (min. 1.5 hours)
• First Aid Certificate course
• Conference (min. 6 hours)
• Courses and qualifications
• Imparting knowledge related to counselling through formal presentations, peer reviewed research and publications

ACA members must accrue 25 annual OPD points through attending a minimum of two different and separate activities, unless completing a course. For more details, read the ACA OPD Policy.

CPD requirements for PACFA members

The Psychotherapy and Counselling Federation of Australia (PACFA) Continuing Professional Development (CPD) Standard applies to all PACFA registered counsellors, psychotherapists and Indigenous Healing Practitioners. PACFA members are required to accrue a minimum of 20 CPD hours per membership year. Unlike the ACA, PACFA does not use a points system; each hour of learning translates directly to 1 CPD hour (the same CPD hour conversion method applies to psychologists, social workers, community workers, and other mental health professionals).

Activities that accrue CPD hours for PACFA members are divided into two categories:

• Category A (mandatory). A minimum of 10 hours must be accrued in this category.
• Category B (optional). A maximum of 10 hours can be accrued in this category.

As outlined in the PACFA website, Category A CPD requires active participation in activities such as attendance in in-person courses, workshops, seminars, and conferences, and participation in online facilitated learning. For online facilitated learning, the presence and contribution of an online facilitator is required, providing interaction between the facilitator and the participants, either during the event, or after via forums or email. This involves interactive learning where participants carry out a number of learning activities, rather than passively listening to a lecture or presentation. Examples of online facilitated learning can be live webinars, conferences or workshops that include facilitated discussions or forums, and may also include an assessment.

Category B CPD are considered more “passive learning” and include activities such as watching a video recording and reading articles or books. This category can also include supervision hours (completed in excess of the annual requirements), teaching or formal presentations, and peer learning groups without a formal facilitator.

For more detail on PACFA’s CPD Standards and requirements, including supervision requirements and additional requirements for accredited supervisors and mental health practitioners, visit this page.

How CPD contributes to better client outcomes

Numerous studies have demonstrated how CPD contributes to better client outcomes for mental health professionals. We cover some of the evidence below:

• Enhancing knowledge and skills. A study by Truscott et al. (2011) found that psychologists who engage in CPD are better equipped to incorporate evidence-based practices, leading to improved client outcomes. Research by Bearman et al. (2013) indicates that ongoing training and development are critical in maintaining the quality and efficacy of psychological interventions.

• Improving competency and confidence. A study by Ilgen et al. (2010) showed that CPD helps psychologists develop a broader skill set, leading to more effective problem-solving and intervention strategies. Dunsmuir et al. (2011) demonstrated that CPD contributes to psychologists feeling more competent and confident, which positively impacts their interactions with clients.
  
• Ethical and legal awareness. A study by Pope and Vasquez (2016) highlighted that CPD activities help psychologists stay updated on ethical standards, reducing the risk of ethical violations that can negatively impact client outcomes. Research by Handelsman et al. (2015) found that CPD contributes to a better understanding of legal issues, which is crucial for maintaining client trust and avoiding legal pitfalls.
  
• Specialisation and advanced skills. A study by Morrow-Bradley and Elliott (1986) found that psychologists with specialised training through CPD reported better client outcomes compared to those without such training. Weisz et al. (2006) demonstrated that advanced training and specialization through CPD lead to more tailored and effective treatments, particularly for complex cases.
  
• Networking and professional support. Research by Norcross and Guy (2007) found that professional networking through CPD activities contributes to better client outcomes by fostering a collaborative and supportive professional community. A study by Tharenou et al. (2007) showed that CPD-related networking can lead to shared knowledge and best practices, further improving the quality of psychological services.

Furthermore, a recent synthesis of eight new systematic reviews of the literature about the effectiveness of CPD published since 2003 concluded that “CPD is able to improve clinician performance and patient health outcomes” (Cervero & Gaines, 2015).

Popular CPD courses and training undertaken by counsellors

Mental Health Academy’s 500+ CPD courses are ACA Approved OPD events and meet PACFA’s standard for Category B CPD (noting that while MHA courses are on-demand, other learning opportunities – such as live Summits and Masterclasses –accrue Category A CPD).

Some of the most popular MHA CPD courses undertaken by counsellors include:

Evidence-based therapies and clinical interventions

• Helping Clients Deal with Problem Anger: Understanding and De-escalating Anger
• Using Internal Family Systems Therapy for Overcoming Addictive Behaviour Patterns
• Treating Anxiety with Motivational Interviewing
• Cognitive Behaviour Therapy for Medical Problems
• Cognitive Behaviour Therapy for Challenging Problems
• Ketamine-assisted Therapy for Treatment-resistant Depression
• How Behavioural Activation Can Help Your Depressed Clients

Families, parenting and couples

• Coercive Control: Recognise, Manage, Change
• The Parenting Revolution: How to Guide Parents to the Most Impactful Family Solutions
• Helping Clients to Navigate the Shock of a Relationship Breakup
• Working with Men in Distressed and Disrupted Intimate Partner Relationships
• Providing Therapy for Non-Traditional Romantic Relationships

Children and adolescents

• Working with Paediatric Anxiety
• Practical Strategies to Enhance Sensory Regulation in Children
• Recovery-Oriented Cognitive Therapy with Adolescents: Aspirations and Empowerment
• What School Counsellors Need to Know About Behavioural Addictions
• Clinical Work with Gang Youth: Research and Applications
• Universal Mental Health Screening
• Setting Children Up For Success: Building Social/Emotional and Academic Competence Through Evidence-based SEL Programs
• Suicide in Schools: Prevention and Intervention

Diversity and multicultural competence

• Working with ADHD in Adults
• Working with ADHD in Children and Adolescents
• Autistic Patients: The Need for Providers to Embrace Different Thinking
• PTSD in Autistic Adults: Understanding the Causes, Symptoms, & Support for Suicide Prevention
• OnTrac: A CBT Based Manualised Group Program for Adolescents with ADHD
• Deaf Cultural Competency Training for Clinicians
• Anti-Ableism and Accessibility: Thinking Outside the Box
• Social and Emotional Wellbeing of Indigenous Peoples in Australia
• Professional Counsellors as Agents of Change: Countering Educational Hegemony
• Cultural Humility: Maybe We’re Doing It Wrong
• 5 Ways to Decolonise Your Mental Health Practice
• Sitting with Aboriginal Clients: Appropriate Modalities
• Working with Transgender Youth: Implications for Professional Counsellors

Suicide prevention and risk assessment

• Risk Assessments and Safety Plans
• STEPS: Steps To Evaluate Progression of Suicidality
• The Neuroscience of Suicidal Ideation and Behaviour
• How To Develop a Suicide Postvention Plan in Your Organisation
• Understanding and Preventing Suicide in Older Adulthood
• Post-Traumatic Growth After Suicide Loss Across the Lifespan
• When Suicidal Thoughts Persist: Treating Chronic Ideation

Addiction

• Wellness-Based Addictions Counselling
• Understanding the Biopsychosocial Model of Addiction
• Conceptualising and Treating Sex Addiction
• Digital ‘Addictions’ to Digital Wellbeing: Understanding and Managing Our Use of Technology
• Addressing Internet Gaming Addiction in Clinical Work
• Trauma and Addiction: Taking Motivational Interviewing to the Next Level
• Using Motivational Interviewing with Alcohol Dependence and Depression
• A Narrative Approach to Working with Sobriety and Life Transitions

Trauma-informed care

• Principles of Trauma-informed Practice
• Emotionally Focused Individual Therapy (EFIT) for Trauma
• Trauma Informed Care: Mindfulness-Based Treatment for Post-Traumatic Growth
• Understanding Ambiguous Loss
• Understanding the Link Between Trauma and Addiction
• Post Traumatic Growth and Psychedelics
• Incorporating Race-based Stress Into the Discussion About ACEs

Therapist self-care

• Creative Arts Approaches for Reflective Practice and Self-Care in Counselling
• Clinicians as Suicide Loss Survivors: Postvention for Caregivers
• Understanding and Preventing Compassion Fatigue
• Mindfulness Essentials for Therapist Self-care

Visit the MHA catalogue for a full list of available courses, and become a member to access over 750 hours of learning (on-demand, 24/7) for less than $1 day.

References

• Truscott, D., Swartz, K., & O’Donnell, K. (2011). Continuing professional development: A benefit to the entire profession. Professional Psychology: Research and Practice, 42(4), 393-398.
• Bearman, S. K., Wadkins, M., Bailin, A., & Doctoroff, G. (2013). Pre-practicum training in professional psychology to close the research-to-practice gap: Changing the culture of training. Training and Education in Professional Psychology, 7(1), 22-31.
• Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2010). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56(1), 517-543.
• Dunsmuir, S., Atkinson, C., Lang, J., & Warhurst, A. (2011). Supporting the professional development of educational psychologists through a professional practice journal. Educational Psychology in Practice, 27(3), 285-306.
• Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2015). Positive ethics: Themes and variations. Professional Psychology: Research and Practice, 46(3), 149-153.
• Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in psychotherapy and counseling: A practical guide (5th ed.). Wiley.
• R.M. Cervero and J.K. Gaines, ‘The impact of CME on position performance and patient healthcare outcomes: an updated synthesis of systematic reviews’, Journal of continuing education in the health professions , vol. 35, no. 2, 2015, pp. 131-138.
• Morrow-Bradley, C., & Elliott, R. (1986). Utilization of psychotherapy research by practicing psychotherapists. American Psychologist, 41(2), 188-197.
• Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Morton, T. (2006). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 132(1), 132-149.