GEN PRAC 7018 - Theory and Practice in Placement

North Terrace Campus - Semester 1 - 2016

This course provides students with skills and concepts for working with some of the challenges that they are likely to encounter whilst on placement, and beyond. It builds upon the counselling skills, theories and therapeutic models taught in first year and addresses how to develop standards of best practice in working with specific clinical issues and varied populations likely to be encountered in placements. These include responding to common presenting problems, such as depression and anxiety. The course is designed to be responsive to current emerging need in the counselling profession. Students will learn particular theoretical and practical approaches to working with these clients groups, the evidence base for these approaches, the strengths and limitations of these approaches, and when and how to liaise with other professionals in relation to targeted issues. The course will have a particular focus on case conceptulisation and treatment planning. Finally, the course will address the principles of approaching new areas of clinical practice by teaching skills in using theory, relevant research and practice-based literature to help students develop their own philosophy of counselling, incorporating best practice approaches to challenging areas of practice.

  • General Course Information
    Course Details
    Course Code GEN PRAC 7018
    Course Theory and Practice in Placement
    Coordinating Unit Public Health
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Ten 3-hour workshops
    Available for Study Abroad and Exchange N
    Prerequisites GEN PRAC 5008
    Assumed Knowledge GEN PRAC 5005 and GEN PRAC 6018
    Restrictions Master of Counselling & Psychotherapy
    Course Description This course provides students with skills and concepts for working with some of the challenges that they are likely to encounter whilst on placement, and beyond. It builds upon the counselling skills, theories and therapeutic models taught in first year and addresses how to develop standards of best practice in working with specific clinical issues and varied populations likely to be encountered in placements. These include responding to common presenting problems, such as depression and anxiety. The course is designed to be responsive to current emerging need in the counselling profession.
    Students will learn particular theoretical and practical approaches to working with these clients groups, the evidence base for these approaches, the strengths and limitations of these approaches, and when and how to liaise with other professionals in relation to targeted issues. The course will have a particular focus on case conceptulisation and treatment planning. Finally, the course will address the principles of approaching new areas of clinical practice by teaching skills in using theory, relevant research and practice-based literature to help students develop their own philosophy of counselling, incorporating best practice approaches to challenging areas of practice.
    Course Staff

    Course Coordinator: Mr Greg Smith

    Course Coordinator: Dr Greg Smith
    Phone: +61 8313 6273
    Email: gsmith@adelaide.edu.au
    Location: Level 11, 178 North Terrace

    Learning & Teaching Team
    Phone: +61 8313 30148
    Email: postgrad_enq@adelaide.edu.au
    Location: Level 7, 178 North Terrace
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Develop skills in case conceptualisation and treatment planning for working with clients presenting with targeted issues (e.g. anxiety, depression, substance  abuse, domestic violence, suicidal ideation).
    2 Compare and contrast research studies relevant to working with clients presenting with targeted issues (e.g. anxiety, depression,  substance abuse, domestic violence, suicidal ideation).
    3 Apply relevant theory, research, and practice-based literature to develop best practice approaches to working with contemporary  clinical issues (e.g. anxiety and depression), for specific populations (e.g. those dealing with substance abuse, domestic violence,  suicidal ideation) identified in clinical practice.
    4 Recognise and outline an appropriate treatment plan for clients with indicators of targeted presenting issues (e.g. substance abuse,  domestic violence, suicidal ideation)
    5 Demonstrate increased knowledge, skills, and confidence to apply clinical skills in working with clients presenting with targeted issues  (e.g. anxiety, depression, substance abuse, domestic violence, suicidal ideation)
    6 Recognise the limits of their expertise, and define when and how to liaise with relevant other agencies and professionals.
    7 Access a range of appropriate resources for helping clients presenting with targeted issues (e.g. anxiety, depression, substance abuse,  domestic violence, suicidal ideation).
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1-7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-7
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4-7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    N/A
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1-7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1-7
  • Learning Resources
    Required Resources
    A list of required resources will be made available via MyUni.
    Recommended Resources
    N/A
    Online Learning
    MyUni

    All students enrolled in a postgraduate coursework program have access to a Postgraduate Coursework Student Centre on MyUni.  This course is available on MyUni at www.adelaide.edu.au/myuni/

    Students are advised to check the website regularly as it may contain announcements that are relevant to study in the course.   Students wanting the opportunity to network with other students can use the Communication features in the site:

    • Discussion Board – Users can post discussion items and reply to other posts. Note: To have a specific Discussion Board Forum created, please send request to gsmith@adelaide.edu.au  

    • Send Email – This feature enables users to send email to fellow students.

    • Group Pages – Groups enable Users to collaborate with each other. Groups usually consist of a smaller group of Users in a course or organisation, such as study groups or project groups. From a Group Page, users may send email, exchange files, enter  discussion forums or enter collaboration sessions.

    Note: Only members of a particular Group can access the Group communication features (discussion forums, email, etc.). To have a  specific Group Page created, please send request to gsmith@adelaide.edu.au . For example, Group Pages can be created to  include students living in the same geographical area or students working for the same organisation.

    Students also have access to individual MyUni sites for EACH course in which they are enrolled. Students are advised to check the  sites regularly as they may contain important announcements that are relevant to study in the course.

    Access Adelaide

    Access Adelaide is the name of the online service that allows students to access and, in some cases, amend their records. It can be found at: https://access.adelaide.edu.au/sa/login.asp.

    Students can log into Access Adelaide to view:
    • their enrolment details for any term
    • their academic results
    • their unofficial academic transcript
    • their personal details
    • the fees, charges and payments on their University account
    • their exam schedule
    • their graduation eligibility details.

    Students can:
    • change their address and telephone details (please inform the Discipline as well)
    • change their password
    • set a password clue to help them remember their password.

    Student email

    It is important to set up a student email and check it regularly. Information from the course coordinator and student administration  will be sent to the University of Adelaide email address. It is the student’s responsibility to check their email. They will need their  student number located on the student card to log in. http://webmail.adelaide.edu.au/

    Computers

    Computing facilities are provided to students by the University, and there are several suites of computers available, including at the Barr Smith Library and in Hub Central. The University web site has a list of computer labs at: http://www.adelaide.edu.au/technology/yourservices/learning-teaching/student-suites/

    Internet access

    The University provides a free dial-up service to students without the need for a commercial ISP account. This service is available at the cost of a local call to students residing within Adelaide (please refer to telecommunications providers for confirmation of call  costs). Students residing outside these numbers can dial into the University at STD call rates www.adelaide.edu.au/its/desktop/dialup/

    Postgraduate Coursework students will receive a University Funded Quota of 500Mb.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will comprise ten 3-hour seminar/workshops. Seminar/workshops will involve a mixture of didactic, lecture style presentations and small group exercises facilitating problem-based learning, and experiential skills training.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The course comprises of 10 x 3 hour workshops/ seminars.
    Learning Activities Summary
    Topic Lecture/Learning Tasks

    Introduction and Overview: The links between theory, research and clinical skills.                       Developing best practice in counselling  approaches to  challenging practice areas;  identifying when and how to refer to other health professionals and agencies; identifying and working with clients experiencing depression.

    Depression and suicidality. The relationship between depression and suicide; appropriate approaches and therapeutic  techniques; best practice for safety.

    Anxiety. Identifying and working therapeutically with clients experiencing anxiety.

    Domestic violence. Characteristics of perpetrators and those who been subject to domestic violence (DV); identifying and responding to clinical indicators of DV.

    Child abuse and neglect. Characteristics of perpetrators and those who been subject to abuse and neglect; identifying and responding to clinical indicators of child abuse and neglect in children and adults.

    Substance abuse Defining and understanding substance abuse; psychological and physiological aspects of substance abuse.

    Substance abuse Assessing needs of and working with clients with substance abuse issues in diverse social and community settings.

    Counselling the elderly. Working with the elderly; common challenges to mental wellbeing facing the elderly;  evidence-based approaches to  counselling practice in aged care, home, and community  settings.

    Student-directed topic.

    Responding to specific challenges commonly encountered by  students whilst on placement.

    Bringing it together.

    Identifying students’ developing philosophy of counselling, informed integration of theory, research, and practice.
    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    N/A
  • 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
    Assessment Task Assessment Type Weighting Learning course objective(s) being addressed
    Course Participation Summative 10% 1 - 6
    Online Quiz Summative 20% 3 - 5, 7
    Online Quiz Summative 20% 3 - 5, 7
    Essay: Working with complexity (4,000 - 4,500 words) Summative 50% 1 - 5, 7
    Assessment Related Requirements
    N/A
    Assessment Detail
    Assessment Summary

    Participation (10%): Assessed by lecturer observation of each student’s contribution to the class interactions and small group   discussions. Consideration will be given to the following: the student’s attendance record, their ability to manage time (in terms of  attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional   engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in   response to feedback from peers or staff.

    Assignment 1: (20%) 1,200 words Developing and writing a case conceptualisation and treatment plan for a client according to case descriptions which be available in MyUni and distributed in class.

    Online quiz  (20%). This short answer and short essay quiz will assess knowledge and skills in applying this knowledge for best practice and  evidence-based treatment formulation in working with clients’ presenting with issues covered in the course.

    Essay. Working with complexity. (50%: 4,000 word count) Students will choose from one of several provided scenarios involving a  hypothetical client presenting with issues related to two of the topics above (e.g. anxiety and substance abuse, an elderly client in  a  domestic violence situation). Using this scenario, students will: formulate and describe an appropriate treatment approach; describe   appropriate models of working with this client presentation; refer to relevant theory and research; discuss practical issues  which might be anticipated; identify helpful resources (including potential links external agencies) for the hypothetical client and their work  with them.
    Submission
    Extensions
    All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds.  Supporting documentation must be  provided at the time a student requests an extension.  Without documentation, extensions will not be granted.  Late requests for  extension will neither be accepted nor acknowledged.

    Only the Course Co-ordinator(s) may grant extensions.

    Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

    Late submission
    Marks will be deducted when assignments for which no extension has been granted are handed in late.

    All assignments, including those handed in late, will be assessed on their merits.  In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted.  If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%.  If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

    The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

    Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

    Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
     
    Resubmission
    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <https://www.adelaide.edu.au/student/grievance/process/>.  Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance.  This must be done within 10 business days of the  date of notification of the result.  Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and  will only be permitted for the most compelling of reasons.
    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.

  • 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.