Units

---

Sample subject outline - Semester 1 2013

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

Rationale

Advanced skills in counselling and consultation are required as a core competency of educational and developmental psychologists who work both directly with children, adolescents and families, and also more indirectly with groups, organisations and communities. Their roles vary from counselling individual children and supporting families, to advising teachers and becoming agents of change within organisations and communities.

Aims

The major aim of this unit is to provide you with the knowledge and skills necessary for developing effective counselling relationships with children, adolescents, adults and families and for working as a consultant to various groups and systems within educational and developmental settings.

Objectives

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

1. demonstrate an understanding of some of the major theoretical approaches to counselling and show an understanding of models and processes in consultation;



2. demonstrate proficiency in micro-counselling skills and display skills that are necessary for building collaborative relationships;



3. discuss specific issues related to counselling particular groups such as children, or those from other cultural backgrounds;



4. display advanced skills for promoting change within counselling and consultation relationships;



5. reflect critically and insightfully on your own professional practice as a counsellor and consultant.

Content

This unit focuses on counselling and consultation within educational and developmental contexts. You will review major theoretical approaches to counselling. After developing a high level of competency with micro-counselling skills, you will be introduced to other approaches to counselling such as cognitive-behavioural therapy, solution focussed and narrative therapies, family therapy and self psychology. You will also develop an understanding of models and processes of consultation, and essential skills such as negotiation, collaboration and overcoming resistance, to prepare you for consulting with families, schools and other systems.

Approaches to Teaching and Learning

Teaching will occur over 8 day long workshops and will comprise a variety of presentation styles including lectures, workshops, role plays, audio, videos and reflective sessions.

Assessment

Assessment in this unit is both formative and summative. Formative assessment involves constructive feedback on a series of demonstrations of skill development throughout the semester. Summative assessment consists of a videotaped session, and an essay. Specific criteria for each piece of assessment will be discussed in Week 1 and handed out.In order to develop your skills across the semester, you will receive constructive feedback verbally, from your lecturer during and following role plays practised throughout the semester. Peer feedback will also be encouraged for the role plays/videotapes.
This assessment will not be included in your final mark.

For Tape 1: Before submitting your tape 1 for a mark, you will be given the opportunity to submit a "practice tape" . This is not compulsory.

Assessment name: Microskills tape
Description: Demonstration of micro counselling skills.
You are required to submit a videotaped counselling session (20 minutes in duration) of an initial interview in which you demonstrate micro counselling skills. The tape should be accompanied by a 1,500 word written reflection that provides a critical self-analysis of your performance.
Relates to objectives: 2
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Essay & Vidoe exert
Description: Word Limit 4,000 words
You are required to submit a written essay detailing your understanding of counselling theories and their application to interventions in Educational and Developmental Psychology. This essay should be accompanied by a 10 minute clip demonstrating you implementing a change strategy consistent with the theory discussed in your essay. Your essay should allocate 25% of the content to a reflection on this change strategy. Ideally the change strategy will be with a case assigned from to you. If this is not possible you should speak with the Unit Co-ordinator about appropriately using a role play with a class member.
Relates to objectives: 1, 3, 4 & 5
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

SET TEXT:

Maccluskie, Kathryn (2009). Acquiring Counselling Skills: Integrating Theory, Multiculturalism, and Self-Awareness. Prentice Hall

Risk assessment statement

It is possible that the acting out of particular scenarios in practice sessions and role plays could produce distress in some students if sensitive issues are discussed. To avoid this situation, you are encouraged not to discuss genuine personal issues during practice counselling sessions in which you play the part of a client. De-briefing will always follow practice counselling sessions but, if you find any of the situations distressing, you are advised to discuss them with a member of the University Counselling Service which is provided at no cost to QUT students.

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: 11-Apr-2013