PUB HLTH 2009 - Introduction to Counselling Theory and Practice
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code PUB HLTH 2009 Course Introduction to Counselling Theory and Practice Coordinating Unit Public Health Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week (1 x 1 hr plus 1 x 2 hrs) Available for Study Abroad and Exchange Y Course Description This course provides an introduction to counselling and psychotherapy theory. It will examine current notions of mental illness and well-being, considering how our understanding of those meeting diagnostic criteria as detailed within the Diagnostic and Statistical Manual of Mental Disorders V (DSM-5) can be enriched through awareness of counselling and psychotherapeutic theory and principles of person-centred care. The course is divided into three modules, each with a different theoretical focus, but all including opportunity for practical learning of person-centred interpersonal communication, building upon student's own life experiences. The first module draws out theoretical perspectives on mental health and illness, through application of different models (e.g., Recovery, Medical, Biopsychosocial models), and critical examination of the DSM-5. The second introduces influential theories that have shaped contemporary understandings of working therapeutically to promote mental health and well-being. A third module focuses on elements of effective communication with those seeking support to manage current life stressors, drawing upon person-centred counselling practice.
Course Coordinator: Mr Shane Fotheringham
The full timetable of all activities for this course can be accessed from Course Planner.Timetable details are located on MyUni.
Course Learning Outcomes
Successful completion of this course will enable you to:
1. Compare and contrast different theoretical perspectives on mental health and health issues
2. Describe dominant theories in counselling and psychotherapy
3. Recognise key concepts and goals of different counselling/psychotherapy theories
4. Recognise and identify verbal and non-verbal signs of distress
5. Distinguish between helpful and unhelpful responses to signs of distress
6. Demonstrate appropriate interpersonal responses to signs of distress
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)
1-6 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, 5, 6 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
5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-5 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, 4-6 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
There is no set text book for this course. Selected online resources, including journal articles and reading lists will be disseminated via MyUni.
Additional resources required will be advised, but will include online resources and submission via TurnitIn.
Online LearningMyUni is used extensively for announcements, discussion board, recordings of seminar/workshops and practicals, external web-links, readings, details of assignments, as well as online quizzes and essay submission. Material will be sequentially released in line with the teaching and learning activities in each week.
Learning & Teaching Activities
Learning & Teaching ModesWithin each module, there are several learning and teaching modes. Didactic material and experiential learning are integrated to introduce concepts, illustrate their use, and provide an interactive environment to encourage student engagement as they apply
concepts and clarify understanding. Each module will have an associated quiz to confirm understanding of fundamental
concepts and allow for identification of areas of study requiring further study prior to completion of an essay assignment. Two essay
assignments will provide an opportunity for further exploration of key concepts, for wider reading and synthesis of concepts
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.As a 3-unit course, Introduction to Counselling Theory and Practice will require approximately 12 hours of work per week, including attendance and participation at workshops (2 hours per week) and tutorials (one hour per week). The remaining hours is study outside of regular classes and will include readings and preparatory activities and completion of assessments.
Learning Activities SummaryThe timetable of learning activities will be available on MyUni.
Specific Course Requirements
Students must have completed at least 24 units of level 1 courses to be eligible to enroll in this course.
Small Group Discovery ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
COURSE LEARNING OUTCOME(S)
Participation in course activities
Formative and summative
Formative and summative
Essay: Two written assignments, each 1000 words (30% each)
Assessment Related RequirementsN/A
Assessment DetailClass participation:
Students will attend and engage in class activities, demonstrating respectful engagement and cooperation with
their lecturers and fellow students; further opportunities to demonstrate participation will be available through contribution to
online discussion via the Discussion Board on MyUni.
Three online quizzes:
For each module, students will complete an online quiz (3 at 10%), including Multiple Choice, T/F, Matching formats, to confirm understanding of fundamental concepts and identify areas requiring further study.
Two written assignments:
For 2 modules only (30% each; wordcount 1000 words each), students are required to demonstrate
evidence of extended reading and understanding of key concepts introduced during the module.
All extensions for assessments 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.
Marks will be deducted when assessments for which no extension has been granted are handed in late. All assessments, including those handed in late, will be assessed on their merits. In the case of late submissions where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assessment 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 assessment 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) anextension 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 resultshould raise their concerns with the Course Co-ordinator in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assessment is subject to the agreement of the Course Co-ordinator and will only be permitted for the most compelling of reasons.
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.
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.What changes have been made in response to student feedback?
1. A new way to assess participation
2. Review the curriculum and tutorials to maintain what is working well but support clearer links and make slides available ahead of workshops
3. Assign consistent tutor to each group where possible, and employ people who are practicing and/or qualified counsellors
4. Adjust teaching to create space for a Q and A panel for students to put questions, relevant to the learning goals, to current practicing counsellors if next cohort has this interest.
5. Reduce number of assignments
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
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