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EDU8333 Advanced Counselling in Educational Contexts

Semester 2, 2021 Online
Short Description: Adv Counselling in Ed Contexts
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070113 - Teacher Education: Special Edu
Grading basis : Graded


Examiner: Yosheen Pillay


Pre-requisite: EDU8332


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 are introduced and explored through a case based approach. 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 introduced in other coursework that help professionals build an accountable and efficacious personal theory and practice of counselling are integrated.


EDU8333 builds on the basic micro-skills of counselling that were introduced in EDU8332 (Introduction to Counselling in Educational Contexts). 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. 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 should be able to:

  1. demonstrate knowledge and understanding of a range of theoretical approaches to counselling practice in educational settings (Assignment 1 and 2);
  2. demonstrate competence in the application of advanced micro-skills of counselling (Assignment 1 and 2);
  3. demonstrate a personal and professional knowledge of aspects of counselling in education contexts (Assignments 1 and 2);
  4. apply case analysis, conceptualization, and presentation principles and practices (Assignments 1 and 2);
  5. critically discuss and justify a personal theory of counselling in educational contexts (Assignment 2);
  6. demonstrate effective use of ICT in their academic work, competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing and demonstrate competence in and appropriate use of academic and information literacy skills (All assessment items).


Description Weighting(%)
1. Advanced counselling micro-skills in context 40.00
2. Counselling in group contexts: group case conference, group processes/interventions 10.00
3. Counselling and psychotherapy theory 30.00
4. Developing a personal theory and practice of counselling in educational contexts 20.00

Text and Materials

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Corey, G 2015, Theory and practice of counseling and psychotherapy, 10th edn, Cengage Learning, Belmont, California.
Ivey, AE, Ivey, MB & Zalaquett, CP 2017, Intentional interviewing and counseling: facilitating client development in a multicultural society, 9th edn, Brooks/ Cole, Belmont, California.

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.
Corey, G 2015, Theory and practice of counseling and psychotherapy, 10th edn, Cengage Learning, Belmont, California.
Davis, T 2015, Exploring school counseling: professional practices and perspectives, 2nd edn, La Haska Press, Boston, Massachusetts.
Egan, G 2018, The skilled helper: a problem-management and opportunity-development approach to helping, 11th edn, Brooks/Cole, Belmont, California.
Geldard, D & Geldard, K 2016, Basic personal counselling: a training manual for counsellors, 8th edn, Pearson Australia, Frenchs Forest, New South Wales.
Geldard, K & Geldard, D 2019, Counselling adolescents: the proactive approach for young people, 5th edn, Sage Publications, London.
Geldard, K, Geldard, D & Foo, RY 2018, Counseling children: a practical introduction, 5th edn, Sage Publications, London.

Student Workload Expectations

Activity Hours
Directed Study 80.00
Independent Study 85.00

Assessment Details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 27 Aug 2021
ASSIGNMENT 2 60 60 22 Oct 2021

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work, including the online case conference) 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.

  2. 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.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (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 and must satisfactorily complete the practical counselling component/s and the combined academic component/s.

  5. 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.

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

  7. Examination period when Deferred/Supplementary examinations will be held:
    Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure

  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

Assessment Notes

  1. 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 at

Other Requirements

  1. Students will require access to e-mail and Internet access to UConnect for this course, including a camera device to enable participation in online Zoom tutorials and case conference.

Date printed 8 November 2021