EDU8332 Introduction to Counselling in Educational Contexts
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||4 December 2013|
Examiner: Patrick O'Brien
Moderator: Mark Oliver
EDU8332 is one of a suite of courses that make up the Guidance & Counselling Major in the Master of Education Program at USQ. EDU8332 is designed specifically for students who wish to pursue a career in guidance and counselling, school counselling, or as an educational psychology professional in educational and other settings. It is the first of two courses that focus on counselling in educational contexts, the second being EDU8333, Advanced Counselling in Educational Contexts. The provision of counselling services in educational contexts is a feature of the position descriptions of Guidance Offices and School Counsellors across national and international settings. Guidance and counselling personnel along with a range of other school based student welfare professionals use counselling skills for a broad range of purposes relating to individuals in need and also in group processes and working in organisational roles.
This course provides students with an opportunity to develop an awareness and understanding of the key issues presented to guidance personnel in contemporary education settings and to develop basic counselling skills with these contexts in mind. A strong online pedagogy supports student learning and helps to build a sense of belonging to a community of practice where students are seen as significant contributors to knowledge building and skill development in this complex field. An ecological and case study approach is used to assist students develop skills in case analysis and formulation as part of the determination to engage in counselling as an intervention in an educational setting. This foundation work introduces the need for the development of high level skills in the application of basic counselling competencies in the service of student wellbeing. The delivery of counselling services in educational settings requires an understanding of the legal, ethical and professional competency issues that apply when working with children, adolescents and adults. These are canvassed throughout the course. The course will also provide an opportunity for students enrolled in the Career Development specialisation of the Postgraduate Certificate in education to apply basic counselling skills to career guidance and counselling practice.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- define counselling in educational contexts (Assignment 1)
- demonstrate an understanding of the ethical and professional issues associated with counselling practice in educational settings (Assignment 1 & 2).
- demonstrate competence in basic micro-counselling skills (Assignment 1 & 2).
- critically reflect on the role that personal values, culture and experiences play in the counselling process (Assignment 1)
- critically discuss the roles of counselling practitioners in education contexts (Assignment 2)
- apply case analysis principles to case simulations across the developmental range relevant to education contexts (Assignment 1 & 2)
- demonstrate an awareness of and capacity to apply counselling micro-skills as a response to a variety of case simulations (Assignment 1&2)
- demonstrate effective use of ICT in their academic work, competence in and appropriate use of language and literacy, including spelling, grammar, punctuations and bibliographic referencing and demonstrate competence in and appropriate use of academic and information literacy skills. (Assignment 1&2)
|1.||Introduction to counselling||15.00|
|2.||Counselling in educational contexts||15.00|
|3.||Case Analysis and Conceptualising||20.00|
|4.||Basic counselling skills||20.00|
|5.||Enhancing the quality of the counselling relationship||15.00|
|6.||Integration of counselling skills||15.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDU8332)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Ivey, AE, Ivey, MB & Zalaquett 2010, Intentional interviewing and counselling: facilitating client development in a multicultural society, 7th edn, Thomsen/Brooks/Cole, Pacific Grove, CA.
Egan, G 2010, The skilled helper: A problem-management and opportunity-development approach to helping, Brooks/Cole, Belmont, CA.
Geldard, D. & Geldard, K 2012, Basic personal counselling: a training manual for counsellors, French’s Forest, Pearson Australia.
Geldard, K & Geldard, D 2008, Counselling children: a practical introduction, 3rd edn, Sage Publications, London.
Geldard, K & Geldard, D 2010, Counselling adolescents: the proactive approach for young people, 3rd edn, Sage Publications, London.
Patton, W & McMahon, M 2006, Career development and systems theory: connecting theory and practice, 2nd edn, Sense Publishers, Rotterdam.
Schmidt, JJ 2003, Counseling in schools: essential services and comprehensive programs, 4th edn, Allyn & Bacon, Boston.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||18 Apr 2012|
|ASSIGNMENT 2||60||60||30 May 2012|
Important assessment information
It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To complete the practical component satisfactorily, students must submit all practical reports and obtain at least 50% of the marks available for each report submitted.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course and must satisfactorily complete the practical counselling component/s and the combined academic component/s.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and Internet access to UConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.