This paper describes the development of two mechanisms that can be used to measure the learning outcomes of counselling. It is particularly important to encourage clients and adolescents who have participated in a counselling experience to reflect on what they have learned and how the experience has affected them. Adolescents over the age of 13 years have the metacognitive skills to be able to reflect on their learnings and should be encouraged to engage in such activity. This approach contrasts the dominant outcome paradigm of assessing behaviour and attitude changes over time by analysing group data using statistics and meta-analytic techniques. This paper expands the ideas reported by Burnett (1999), Burnett and Van Dorssen (2000), and Burnett and Meacham (2002).