EDU8333 Advanced Counselling in Educational Contexts
|Semester 2, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||24 May 2013|
Examiner: Patrick O'Brien
Moderator: Stephen Hughes
EDU8333 is one of a suite of courses that make up the Guidance & Counselling Major in the Master of Education Program at USQ. EDU8333 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 second of two courses that focus on counselling in educational contexts, the first being EDU8332, Introduction to Counselling in Educational Contexts. The intensive skill development component of this course builds on the basic counselling skills introduced in EDU8332. The more advanced skills of counselling required by guidance and school counselling personnel are introduced and explored through a case based approach. A particular feature of EDU8333 is the exploration of common issues presented to Guidance Counsellors working in contemporary education contexts. A strong focus on the application of online pedagogy to support and enhance the learning experience is also a feature of EDU8333. The psychotherapy foundations of counselling that help professionals build an accountable and efficacious personal theory and practice of counselling are introduced.
EDU8333 builds on the basic micro-skills of counselling that were introduced in EDU8332 (Introduction to Counselling in Educational Contexts). The micro-skills training approach to counselling has a long history with strong evidence of efficacy. EDU8333 extends basic micro-skills of attending, active listening and questioning to the skills of influencing, shaping counselling sessions for better outcomes and integrating the skills through case analysis. Finally, counselling and psychotherapy theory is explored to inform the process of developing a personal theory and practice of counselling in educational contexts. 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.
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 successful completion of this course students will be able to:
- demonstrate knowledge and understanding of a range of theoretical approaches to counselling practice in educational settings (Assignment 2)
- demonstrate competence in the application of advanced micro-skills of counselling (Assignment 1 & 2)
- demonstrate a personal and professional knowledge of specific aspects of guidance and school counselling (Assignment 1 & 2)
- apply case analysis principles to case simulations across the developmental range relevant to education contexts (Assignment 1 & 2)
- critically discuss and justify a personal theory of counselling in educational contexts (Assignment 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. (All assessment items).
|1.||Advanced counselling micro-skills in context||40.00|
|2.||Counselling in group contexts: group dynamics; group processes/interventions||20.00|
|3.||Counselling and Psychotherapy Theory||20.00|
|4.||Developing a personal theory & practice of counselling in educational contexts.||20.00|
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=02&subject1=EDU8333)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P 2010, Intentional interviewing and counselling: facilitating client development in a multicultural society, 7th edn, Cengage Learning, Belmont, CA.
Corey, G 2009, Theory and practice of counselling and psychotherapy, 8th edn, Cengage Learning, Belmont, CA.
Davis, T 2005, Exploring School Counselling: Professional Practices and Perspectives, La Haska Press, Boston, MA.
Egan, G 2010, The skilled helper: A problem-management and opportunity-development approach to helping, 9th edn, Brooks/Cole, Belmont, CA.
Geldard, D. & Geldard, K 2012, Basic personal counselling: a training manual for counsellors, Pearson Australia, French’s Forest.
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.
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||15 Aug 2012|
|ASSIGNMENT 2||60||60||08 Oct 2012|
Important assessment information
All students are encourages to attend the residential school.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item, and have passed item assessed on pass/fail basis.
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 compent/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/portal/custom/search/category/usq_document_policy_type/Student.1.html.
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 USQ library provides advice on how to format information sources using this system. http://www.usq.edu.au/library/help/ehelp/ref_guides/apastyle/default.htm
Students will require access to e-mail and Internet access to UConnect for this course.
Students are to use a recognised referencing system a specified by the course Examiner.