PUB HLTH 5008 - Counselling and Psychotherapy Theories

North Terrace Campus - Semester 1 - 2017

There are many different approaches to counselling and psychotherapy. This course will introduce students to the key philosophical and theoretical approaches which guide current practice. Areas covered include Psychoanalytic and Psychodynamic Theory; Behaviour Therapy; Cognitive Behaviour Therapy (CBT); Rational Emotive Behaviour Therapy (REBT); Solution-Focused Brief Therapy; Therapeutic Conversations; Family Systems Therapy,Dialectical Behaviour Therapy (DBT), Feminist and Multicultural Counselling, and Transpersonal approaches.

  • General Course Information
    Course Details
    Course Code PUB HLTH 5008
    Course Counselling and Psychotherapy Theories
    Coordinating Unit Public Health
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Course Description There are many different approaches to counselling and psychotherapy. This course will introduce students to the key philosophical and theoretical approaches which guide current practice. Areas covered include Psychoanalytic and Psychodynamic Theory; Behaviour Therapy; Cognitive Behaviour Therapy (CBT); Rational Emotive Behaviour Therapy (REBT); Solution-Focused Brief Therapy; Therapeutic Conversations; Family Systems Therapy,Dialectical Behaviour Therapy (DBT), Feminist and Multicultural Counselling, and Transpersonal approaches.
    Course Staff

    Course Coordinator: Dr Matt Doherty

    Course Coordinator: Matthew Doherty
    Phone: +61 8313 4340
    Location: Level 11, 178 North Terrace

    Student & Program Support Services Hub
    Phone: +61 8313 0273
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Recognise and define the theory and practice of a variety of theoretical models in counselling and psychotherapy.
    2 Demonstrate understanding of the various counselling models presented in terms of underlying philosophy, key concepts and the goals of the therapy.
    3 Explain the function of both the therapist and client in terms of techniques and procedures undertaken, and the specific nature of the therapeutic relationship of each of the models presented.
    4 Appraise the contributions and limitations of each of the counselling models including implications for multicultural contexts and application in clinical settings.
    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Corey, G. (2013). Theory and practice of counseling and psychotherapy,  (9th ed.). , Belmont, CA: Thomson Brooks/Cole, Cengage Learning.
    Recommended Resources
    McLeod, J. (2013). An introduction to counselling. 5th ed. Maidenhead,  Berks: McGraw-Hill Education.  NOTE: This is an online text and can be  accessed via ebrary on the University’s library homepage. Additional helpful resources will be outlined in the course handbook.
    Online Learning
    3.3.1 MyUni
    MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course  materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can  connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is:

    Login to this resource using your Username and Password. Once logged on to MyUni,
    you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying.

    For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:Phone: (08) 8313 3000E-mail: The Helpdesk is available for extended hours during the week or through voicemail.

    You will use MyUni for a number of purposes:- Accessing announcements about changes in scheduling, course information etc.Accessing lecture notes both in pdf format and, if recording is possible in the allocated lecture theatre, in audio file format.Accessing online learning activities including self and peer-assessment tasks, discussion boards, blog posts, wikisAccessing online resources

    3.3.2 Access Adelaide Access
    Adelaide is the name of the online service that allows you to access and, in some cases, amend your records. It can be found at: can log into Access Adelaide to view: your enrolment details for any term your academic results your unofficial academic transcript your personal details the fees, charges and payments on your University account your exam schedule your graduation eligibility details. As a student you can: change your address and telephone details (please inform the Discipline as well) change your password set a password clue to help you remember your password.  

    3.3.3 Student email
    We assume that students access email and that their address is the University of Adelaide student address that was assigned on enrolment.  This is of the form:

    Notice to a student by email is considered to have been received and read by the student unless there is a transmission error and the postmaster bounces the message back to us. As discussed above, the Announcements page of the MyUni site for this course will also display relevant notices from time to time, so it is essential that students check their student email and log on to MyUni regularly.

    University information on computer laboratories and other computing services is available at:

    3.3.5 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 your telecommunications provider for confirmation of call costs). Students residing outside these numbers can dial into the University at STD call rates ( /dialup/).
    Postgraduate Coursework students will receive a University Funded Quota of 500Mb.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Counselling and Psychotherapy Theories differs from the skills-based courses, such as Counselling Skills 1, as its primary
    purpose is to enable students to develop a broad understanding of a variety of theoretical models of counselling and psychotherapy,
    and how of each these therapeutic approaches may be applied in effective counselling practice. That is, this course does not require you to demonstrate the skills of each of the counselling models presented.

    Assessment tasks have been designed to expand your knowledge base to a broad range of counselling and psychotherapy theories  and approaches that will ensure you have a sound level of ‘theoretical literacy’ when you undertake Placement in a counselling agency.

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

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

    In addition to weekly 3 hour lectures students will be asked to work, at times, in small groups in class, as well as to participate in a group project for Assessment Task 2. This will enable student learners to identify and attain professional competence in theoretical  knowledge that links theory with practice.

    The teaching methods in this course will employ a range of techniques to allow the integration and understanding of the content  presented. Group-work and in-class practical and reflective activities will be employed in addition to the traditional methods of  communicating information. Consequently, it is expected that by creating an environment that promotes the practice of individual  responsibility as essential for students in managing their own and others learning, it will also complement the expectations that 
    current professional counselling and psychotherapy workplaces adopt.

    Further,it is assumed that all students are of a mature age, professionally educated and motivated to adopt the responsibilities  associated with post-graduate study. Therefore, a level of intellectual effort (including a minimum of 10 hours of private study time  outside of formal class time per week), and a level of commitment and participation in class activities, is expected.

    Finally, please note that the timetable may change according to guest lecturer availability.
    Learning Activities Summary
    Topic Lecture
    Overview of Course Course Learning Outcomes.
    Establishing Norms, Assessment.
    The emergence of theory in Counselling and Psycotherapy.
    Psychoanalysis Psychoanalytical Theory (Freud, Jung)
    Psychodynamic approaches Psychodynamic Theory (Adler)
    Experiental/Existential approaches Experiential and Relationship-Oriented Therapies (Gestalt, Existenal Therapy)
    Relationship-oriented approaches Person-Centred Therapy
    Behavioural and cognitive behavioural approaches Behaviour Theory, Cognitive Behaviour Therapy, Dialectical Behaviour Therapy
    Post-structuralist approaches Systems Theory/Family Therapy
    Solution-focused therapy Solution-Focused Therapy, Solution Focused Brief Therapy
    Feminist, multicultural and interpersonal approaches Feminist Theory
    Transpersonal approaches Transpersonal approaches
    Specific Course Requirements
    Small Group Discovery Experience
  • 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 Outcome(s) being addressed
    Online Quizzes Summative 20% (each quiz of 4%) 1-4
    Essay: group project Summative 30% 1-4
    Critical analysis essay Summative 40% 1-4
    Class participation Summative 10% 1-4
    Assessment Related Requirements
    Assessment Detail
    In addition to being assessed for class participation (which is an ongoing assessment requirement) you will be assessed through  one online quiz and two written assignments.  One of the written assignments is a group project.  For the group project you will  work with at least two other students and will submit only one assignment per group. The second essay involves critical analysis of a question relevant to counselling and psychotherapy theories.

    1. Assessment Criteria

    ASSESSMENT TASK 1 – Five online quizzes 20% (each quiz of 4%)

    For the five online quizzes you are required to read the relevant chapters of the text and answer a series of multiple choice  questions relating to material covered during the previous two weeks. Each quiz will be uploaded to MyUni on a pre-advised date. 
    Consequently, you are encouraged to familiarise yourself with this online system.

    The quizzes will be uploaded onto MyUni on the advised dates. Consequently, you are encouraged to familiarise yourself with this  online system.

    ASSESSMENT TASK 2 – Essay: group project 30%

    Word limit – 2000 words

    Students will be able to work collaboratively and effectively to demonstrate ability to engage in an evaluation of client needs and  consider an appropriate theoretical perspective from which to formulate counselling work for a particular client.

    ASSESSMENT TASK 3 – Critical analysis essay 40%

    Word limit – 2500 words                   

    In a written essay, students will be required to discuss and demonstrate significant understanding of a chosen essay topic relevant to counselling and psychotherapy theories.

    ASSESSMENT TASK 4 – Class participation 10%

    Assessment of class participation is based on consideration of 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.
    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.

    If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution 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 ( 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.