Course Coordinator: Alexandra Bloch-Atefi
Phone: +61 8313 6228
Email:alexandra.bloch-atefi@adelaide.edu.au
Location: Level 9, AHMS Building
North Terrace

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

On successful completion of this course students will be able to:
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.

Harris, R. (2009). ACT made simple. A quick-start guide to ACT basics and beyond. Oakland, CA: New Harbinger Publications

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.

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2013). Mindfulness-based cognitive therapy for depression (2nd ed.). New York: The
Guilford Press.

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

Copies of readings (relevant journal articles) will be made available via MyUni. A range of videos and YouTube clips will be recommended for students to study.

3.3.1 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/ . Please check the website regularly as it may contain announcements that are relevant to your study in the course. If you would like the opportunity to network with other students, you can use the Communication features in the site:
Discussion Board – Users can post discussion items and reply to other posts. Note: If you would like to have a specific Discussion Board Forum created, please send your request to paula.gillespie-fotheringham@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.). If you would like to have a specific Group Page created, please send your request to paula.gillespie-fotheringham@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.
Please note that you also have access to individual MyUni sites for EACH course you are enrolled in. Please check the sites regularly as they may contain important announcements that are relevant to your study in the course.

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: https://access.adelaide.edu.au/sa/login.asp.
You 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 School as well)
- change your password
- set a password clue to help you remember your password.

3.3.3 Student email
It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your University of Adelaide email address. It is your responsibility to check your email. You will need your student number located on your student card to log in. http://webmail.adelaide.edu.au/

3.3.4 Computers
Where can I use a computer in the University? 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/

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 (www.adelaide.edu.au/its/desktop/dialup/). Postgraduate Coursework students will receive a University Funded Quota of 500Mb.

This course will be an experiential and interactive one, with twelve 2 hour sessions, plus a single 6-hour day intensive offered over a semester. The course will additionally require that students engage with materials presented online, undertake readings, and complete online quizzes. Sessions will be constructed as lecture/workshops and will include didactic sessions, small group, and large
group discussions as well as personal reflection on MBCA. Lecturers will use illustrations from their own work, along with structured exercises and group discussion, as a way of supporting participants to engage with the various Mindfulness based theories. The didactic and other face-to-face sessions will be supported by readings and videos, and assessment designed to assist integration of learning and development of skills.

The course comprises 2 hours every week, plus one 6-hour intensive. Sessions will be seminar/workshop format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend. Essential readings or on-line video material will be set every week, and we expect that all students will have read or viewed these before each session. If students do not do the
essential reading/s, they will find it difficult to follow the theory section of the session.

Face to face lectures and practicals: 2 hours / week plus one 6 hour session
Core/background readings: 5 hours / week
Preparation of assignments: 4 hours / week

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), psychoeducation, using MBCT in therapy

·        The theory, evidence-base, indications and contraindications, strengths and limitations of each approach will be addressed, along with clinical applications and skills development.

Topic and Activities

Course Overview Introduction to Mindfulness – origins, applications, research, types of practice.

Acceptance and Commitment Therapy - 1

Acceptance and Commitment Therapy - 2

Acceptance and Commitment Therapy - 3

Developing mindfulness skills; Variety of mindfulness practices; Evidence base and outcomes for mindfulness and meditation. Review of Assignment Three progress.

Applications of MBCT; preventing depression relapse; Overview of MBCT

The Mindful Brain: The neuroscience of mindfulness; Interpersonal neurobiology; qualities of mindfulness practice; Impact of mindfulness on the brain.

Using Relaxation in Counselling: Relaxation training within counselling; progressive muscular relaxation; Mindfulness-Based Stress Reduction.

Case conceptualisation:   Small group learning tasks: Linking concepts across therapy styles; case planning; planning applications of ACT, Mindfulness, & MBCT

Hope in counselling. The counselling relationship and hope through safety, acceptance, understanding and commitment; Supportive identity development; Perspective change.

Student-lead skills presentations, critiques and de-briefing

None

N/A

Assessment item	Weight	Assessment Type	Description	Learning Outcome(s) being addressed
1 Online particpation & posts	10%	Summative	Overview online posts & particpation	1-5
3 Practice logs & posts	25%	Summative	Practice logs and posts	1 - 4, 6, 8
4 Mindfulness Practice Journal Synopsis	35%	Summative	Critical and Personal Reflection - on weekly experience of mindfulness practice over eight weeks (max 1850 words)	1, 6, 8
2   Collaborative Oral Skills Presentation	20%	Summative	Collaborative Skills Presentation Oral: In trios, present the skill to the class, and facilitate a de-briefing discussion	1, 2, 3, 5, 7, 8
5 Class Participation	10%	Summative	In accordance with both university policy and the group norms identified in class.	3, 5, 6, 7

This course is based on experiential learning, specifically in engagement with others, and this is reflected in the assessment of class participation. If special circumstances arise which prevent you from attending any sessions, you should discuss these with the Course Coordinator. You may also be asked to write a summary of the missed unit content to demonstrate your familiarity with the presented material.

Assessment instructions and marking rubric/criteria will be made available online through MyUni.

To pass this course, you must obtain a pass for each assessment task.

Class Participation: students are expected participate in class according to established group norms.

Online quiz: students are required to complete a short multiple choice online quiz assessing knowledge of ACT.

Essay: Model of Treatment Essay.

Practice Journal: Synopsis of 8 week Mindfulness Practice.

Collaborative Skills Presentation: Written: Describe the clinical application of a skill from ACT or mindfulness: Oral: In pairs, present the skill to the class, and facilitate a de-briefing discussion

Submission of Assignments
Assignments should be submitted through the “Assignments” section of MyUni. Instructions on
how to submit an assignment in this way can be found at: http://www.adelaide.edu.au/myuni/tutorials/
Assignments must be submitted by 11.59 pm on the day that they are due. (note that MyUni will accept your assignment after this time but it will be marked late

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 noracknowledged.

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.