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The current and official versions of the course specifications are available on the web at //www.usq.edu.au/course/specification/current.
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EDU8507 Counselling in Education Contexts: Theory & Practice

Semester 1, 2016 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Linguistics, Adult and Specialist Educ
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi

Contents on this page

Staffing

Examiner: Stephen Hughes

Rationale

Helping professionals in education contexts require high level communication, interpersonal and influencing skills, in order to provide optimum support to clients. Education contexts are not the same as clinical contexts in which specific forms of counselling and psychotherapy are practiced. However, the application of counselling microskills informed by models of therapy and counselling theory are used routinely to assess client needs, attend to short term client distress or critical incidents, negotiate with services and design effective support plans focusing on client wellbeing and functioning in education contexts. EDU8507 provides a solid foundation from which professional staff in helping roles in education contexts can build competency in the application of the microskills of counselling that form the focus of EDU8332 and EDU8333.

Synopsis

EDU8507 aims to assist helping professionals working in education contexts to develop an in depth, working understanding of the theoretical foundations of counselling and the principles that inform professional practice. The course focuses on contemporary education contexts and the ways that counselling theory and practice can contribute to client and community wellbeing. Contemporary issues in education contexts such as diversity, mental health, digital technology, sexuality and suicidality are canvassed before learning about the foundation concepts of counselling: change, counsellor as a context, the therapeutic relationship, positive psychology and wellness, and models for describing the counselling process. Case conceptualization as a process is explored in the context of different therapeutic traditions. Finally a model of case management is introduced to integrate the delivery of services to clients beyond the counselling room.

Objectives

On successful completion of this course students should be able to:

  1. critically review contemporary literature exploring counselling theory and practice in education contexts (Quiz 1, Application Task)
  2. analyse contemporary education contexts and the role of helping professionals in these contexts (Quiz 1, Application Task)
  3. apply the key concepts of counselling process and practice to professional contexts (Quiz 1 & 2, Application Task)
  4. pragmatically apply counselling theory to address contemporary issues in social emotional wellbeing and learning in education contexts (Quiz 2, Application Task)
  5. demonstrate practical skills in case conceptualization and case management in education contexts (Quiz 2, Application Task)
  6. utilise academic communication skills to demonstrate an understanding of theoretical concepts and their use in professional practice (Quiz 2, Application Task)

Topics

Description Weighting(%)
1. Counselling in education contexts: contemporary perspectives 15.00
2. Key concepts in counselling process and practice 20.00
3. Theoretical perspectives: counselling approaches 20.00
4. Case conceptualisation 25.00
5. Case management 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=2016&sem=01&subject1=EDU8507)

Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 85.00
Private Study 80.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
QUIZ 1 40 20 16 Mar 2016
QUIZ 2 40 20 31 Mar 2016
ASSIGNMENT 1 60 60 08 Jun 2016

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students? responsibility 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.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)

  4. 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.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    Not applicable.

  8. 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.

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at //www.usq.edu.au/library/referencing.

Evaluation and benchmarking

In meeting the University?s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
? conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
? forms part of the Master of Education program, and is benchmarked against the internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at //www.usq.edu.au/current-students/support/computing/hardware

  2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.