Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In order to respond appropriately and therapeutically to the needs of their clients, counsellors must have a clear understanding of the social and interactive processes that occur in counselling. Verbal, nonverbal, social, emotional, gender, psychological and cultural dimensions are all present in the counselling process. Consideration of these dimensions enables counsellors to develop effective, functional and client-focussed relationships and to control biases, needs and possible exploitative practices.

Aims

This first unit in Professional Studies aims to provide an introduction to working in counselling settings and introduces you to the common factors of counselling. The unit aims to develop your own self awareness of your values and beliefs that may influence your development as a counsellor.

Objectives

On completion of this unit, you should be able to:

1. demonstrate the ability to communicate cooperatively, supportively and reflectively in peer learning.


2. describe and personally apply a number of concepts and models used to explain and understand the interpersonal relationship dimension of counselling.


3. plan and facilitate a professional, interpersonal learning process.


4. demonstrate the ability to synthesise and critically evaluate your classroom experiences, applying the theoretical and experiential understandings and concepts of relationship to your own practice.

Content

The weekly classes will cover the following:

• Overview of the counselling process as an interpersonal relationship and the "common factors"


• Self awareness of the student therapist and their personal styles


• Understanding of the power of language and the creation of meaning


• Understanding, demonstration, and reflective evaluation of the experiential learning cycle


• Student facilitated learning sessions to demonstrate an experiential approach to issues in the counselling relationship including such topics as intimacy, personal values, gender, sexuality, self awareness, relationships, termination of professional relationships and ethical decision making.

Approaches to Teaching and Learning

This unit utilises a combination of lectures, and an interactive experiential mode of learning in order to develop the learning group and to enable a personal appreciation of the relationship and interactive issues present in Counselling. Towards the end of the semester you will facilitate interactive activities which stimulate personal responses to issues in counselling. Your topic area can be chosen in consultation with the lecturer.

Assessment

This unit has two summative assessment tasks that include practical and written components. In addition to these summative assessments, formative assessment occurs throughout the unit based on weekly activities (assessment 2), and you are required to participate fully in weekly group discussions.Students will receive formative feedback throughout the semester in response to their participation in group discussions and presentation. This will be followed by summative feedback for Assessments 1 and 2.

Assessment name: Oral Presentation
Description: You will co-facilitate a 70 minute experiential presentation focusing on a professional issue in counselling. You will provide relevant handout and reference material. The lecturer will assist you to debrief the class following the presentation. One week later, you will submit an individual 1,500 reflective report on the presentation content and your experience of the facilitation process.
Relates to objectives: 1, 3 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Between weeks 4 & 12

Assessment name: Reflective Journal
Description: You will maintain a Reflective Journal of Personal Learnings to be uploaded on Blackboard during the progress of this unit. This will be a detailed record of your learnings from the presentations, from your readings and from the class discussions. Class discussions will also utilise the inductive learning cycle and will provide opportunities for feedback and reflection on content and process issues. Each reflection will be 500 words. Choose three of these to submit for assessment.
Relates to objectives: 2 & 4
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Recommended Reading

Duncan, B.L., Miller, S. D., Wampold B.E., & Hubble, M.A. (Eds.). (2010). The heart and soul of change (2nd ed.). Washington, DC: American Psychological Association.

Corey, G., Corey, M.S., & Callanan, P. (2010). Issues and ethics in the helping professions (8th ed.). Belmont, CA: Brooks/Cole.

Texts and references are subject to change; set texts will be confirmed at the start of semester.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 01-Nov-2012