GEN PRAC 7006 - Counselling Applications

North Terrace Campus - Semester 1 - 2014

This course provides an introduction to four important treatment modalities suitable for use in counselling and psychotherapy: mindfulness, ACT, MBCT, and DBT, plus treatments suitable for use in trauma and critical incidents, including medication, eye movement desensitisation and reprocessing, narrative therapy and hypnosis. Students will learn about the background, theoretical bases, evidence bases, and indications and contraindications for these therapies, and will develop knowledge, skills, and confidence in the use of these techniques and processes in the counselling setting.

  • General Course Information
    Course Details
    Course Code GEN PRAC 7006
    Course Counselling Applications
    Coordinating Unit General Practice
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact 3 x 8 hour workshop over 3 days
    Course Description This course provides an introduction to four important treatment modalities suitable for use in counselling and psychotherapy: mindfulness, ACT, MBCT, and DBT, plus treatments suitable for use in trauma and critical incidents, including medication, eye movement desensitisation and reprocessing, narrative therapy and hypnosis. Students will learn about the background, theoretical bases, evidence bases, and indications and contraindications for these therapies, and will develop knowledge, skills, and confidence in the use of these techniques and processes in the counselling setting.
    Course Staff

    Course Coordinator: Dr Mark Pearson

    Additional Academic Staff

    Name Email Location
    Charlotte Marshall charannmar@hotmail.com Private practice
    Administrative contact details

    Name Phone Email Location
    School Office: Learning & Teaching Team +61 8313 2128 postgrad_enq@adelaide.edu.au Level 7, 178 North Terrace, Adelaide
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Explain the theoretical backgrounds for mindfulness, Acceptance and Commitment Therapy (ACT), Mindfulness-based Cognitive Therapy (MBCT), positive psychology and hope in counselling;
    2 Compare and contrast research studies related to the clinical application of mindfulness, ACT, MBCT, positive psychology and hope in counselling;
    3 Evaluate the similarities and differences between mindfulness, ACT, MBCT, and other common approaches to counselling and psychotherapy;
    4 Discriminate between the indications and contraindications related to use of mindfulness, ACT, and MBCT;
    5 Discuss and provide psycho-education for counselling clients regarding the nature of mindfulness, ACT, and MBCT;
    6 Demonstrate increased knowledge, skills, and confidence to use the techniques and processes of mindfulness in counselling practice, through written assignments and class presentations;
    7 Apply their ability to use of a range of related resources, including websites, apps, books and articles, through class presentations.
    8 Evaluate the evidence base of mindfulness, ACT and MBCT in relation to different presenting issues, as well as the strengths and limitations of these approaches in practice.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-4, 6, 8
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-4, 7-8
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5-7
    Skills of a high order in interpersonal understanding, teamwork and communication. 6, 7
    A proficiency in the appropriate use of contemporary technologies. 2, 5-8
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2, 8
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 2, 4, 6, 8
  • Learning Resources
    Required Resources
    Harris, R. (2009). ACT made simple. A quick-start guide to ACT basics and beyond. Oakland, CA: New Harbinger Publications

    Recommended Resources

    Recommended Texts
    Blackledge, J. T., Ciarrochi, J., & Deane, F. P. (Eds.) (2009). Acceptance and commitment therapy: contemporary theory research and practice. Bowen Hills, Qld.: Australian Academic Press.

    Flaxman, P. E., Blackledge, J. T., & Bond, F. W. (2011). Acceptance and commitment therapy : distinctive features. New York: Routledge.

    Luoma, J. B., Hayes, S. C., & Walser, R. D. (2007). Learning ACT: an acceptance and commitment therapy skills-training manual for therapists. Oakland, CA: New Harbinger.

    Siegel, D. J. (2007). The mindful brain: Reflection and attunement in the cultivation of well-being. New York: WW Norton & Co.

    Recommended readings
    Journal articles and book chapters - these will be available through MyUni.

    You are expected to read the relevant readings before sessions:

    Baer, R. A., Smith, G. T., & and Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Assessment, 11,191- 206. doi: 10.1177/1073191104268029

    Braboszcz, C., Hahusseau, S., & Delorme, A. (2010). Meditation and neuroscience: From basic research to clinical practice. In R. Carlstedt (Ed.). Integrative clinical psychology, psychiatry and behavioral medicine: Perspectives, practices and research. (pp. 1910 – 1929). New York: Springer Publishing.

    Britton, W. B., Shahar, B., Szepsenwol, O., & Jacobs, W. J. (2012). Mindfulness-based cognitive therapy improves emotional reactivity to social stress: Results from a randomized controlled trial. Behavior Therapy, 43, 365 – 380.

    Carson, S. H., & Langer, E. J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24(1), 29 – 43. doi: 10.1007/s10942-006-0022-5

    Fjorback, L. O., Arendt, M., Ørnbøl, E., Fink, P., & Walach, H. (2011). Mindfulness-based stress reduction and mindfulness-based cognitive therapy - a systematic review of randomized controlled trials. Acta Psychiatrica Scandinavica, 124, 102–119. doi: 10.1111/j.1600-0447.2011.01704.x

    Grossman, P., Niemannb, L., Schmidtc, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits. A meta-analysis. Journal of Psychosomatic Research, 57,35-43. doi:10.1016/S0022-3999(03)00573-7

    Hayes, S. C., Levin, M. E., Plumb-Vilardaga, J., Villatte, J. L., & Pistorello, J. (2013). Acceptance and commitment therapy and contextual behavioural science: Examining the progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy,44(2), 180–198. doi.org/10.1016/j.beth.2009.08.002.

    Ludwig, D. S., & Kabat-Zinn, J. (2008). Mindfulness in medicine. Journal of the American Medical Association, 300(11), 1350 – 1352.

    Manicavasagar, V., Perich, T., & Parker, G. (2012). Cognitive predictors of change in Cognitive Behaviour Therapy and Mindfulness-Based Cognitive Therapy for depression. Behavioural and Cognitive Psychotherapy, 40, 227 - 232. doi:10.1017/S1352465811000634

    Neth, C. (2008). Personal reflections. Mindfulness practice. The Journal of Pastoral Care & Counseling, 62(1 – 2), 143 – 144.

    Newsome, S., Christopher, J. C., Dahlen, P., & Christopher, S. (2006). Teaching counselors self-care through mindfulness practices. Teachers College Record, 108(9), pp. 1881–1900.

    Powers, M. B., Zum, M. B., Vörding, V. S., & Emmelkamp P. M. G. (2009). Acceptance and commitment therapy: A meta-analytic review. Psychotherapy & Psychosomatics, 78, 73-80. doi: 10.1159/000190790

    Seligman, M. E. P., Rashid, T., & Parks, A. C. (2006). Positive psychotherapy. American Psychologist, 61(8), 774 – 788.

    Treadway, M. T., & Lazar, S. W. (2009). The neurobiology of mindfulness. In Clinical handbook of mindfulness (pp. 45 – 57). New York: Springer New York.

    Online Learning

    Weekly lecture notes, activity handouts and links to background readings will be provided via MyUni.

  • Learning & Teaching Activities
    Learning & Teaching Modes
    Course Content
    The course content will include the following topics:
    • Mindfulness: background (including origins, evidence base, definitions, and relationship to neuroscience), similarities and differences with other modalities, psychoeducation, using mindfulness in therapy (techniques and processes), and adaptations for various treatment settings and issues.
    • ACT: background (including origins, evidence base, definition), similarities and differences with other modalities, psychoeducation, using ACT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
    • MBCT: background (including origins, evidence base, definitions), similarities and differences with other modalities, psychoeducation, using MBCT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
    • The theory, evidence-base, indications and contraindications, strengths and limitations of each approach will be addressed, along with clinical applications and skills development.
    Weekly lectures / tutorials
    • This course comprises weekly two-hour sessions for 12 weeks (not including semester break) in Semester 2
    • All sessions will be on Wednesdays from 4.30 – 6.30 pm in the Schulz building, rooms 307a or 307b.
    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    In response to previous student feedback, this course has expanded input on ACT.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.