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ED5862 - Foundations of Counselling Theory
Credit points: |
3 |
Year: |
2015 |
Student Contribution Band: |
Band
1 |
Administered by: |
College of Arts, Society & Education |
Available to Master of Education [34004, 102104] students and core subject for Master
of Guidance and Counselling [34704] and Graduate Certificate of Career Development
[106011] students.
This subject introduces students to diverse theoretical perspectives of counselling
practice. Students will develop a comprehensive knowledge and understanding of diverse
counselling theory including theories of career development. Students will further
develop the ability to critically reflect and respond to theories underpinning counselling.
A comprehensive understanding of counselling theory forms the basis of quality counselling
practice. Students will become familiar with the ethical practices set by the counselling
profession. Students will be expected to apply counselling theories within specific
contexts and environmental settings. Students will also be expected to begin integrating
these theories into their own personal theory of counselling.
Learning Outcomes
- students must evaluate major theories of counselling, including Psychodynamic, Existential,
Cognitive Behavioural, Career Development, Post-Modern approaches to counselling and
the influence of neuroscience with counselling. From critical analysis of the major
theories of counselling, students are expected to begin to formulate an integrated
personal theory of counselling;
- students will demonstrate deep and critical understanding of the theoretical origins
and concepts underpinning current approaches of counselling and their application
to the guidance and counselling field, including career development. This includes
demonstrating understanding and reflection of the learning issues and intercultural
applications relating to the tropics, sustainability, and Indigenous, rural and regional
wellbeing;
- students will critically review, analyse and synthesize ethical reasoning principles
as outlined in the Professional Standards for Career Development Practitioners of
the Australian Career Development Practitioners of the Career Industry Council of
Australia and the Professional Standards of the Australian Counselling Association
and their Code of Ethics and Practice, and the Singapore Association for Counselling
and their Code of Ethics;
- students must demonstrate advanced oral, written, listening, literacy and advocacy
skills to interpret, evaluate and justify complex ideas and professional and professional
judgements to both specialist and non-specialist stakeholders;
- students will demonstrate sophisticated problem- solving skills in order to develop
solutions to a range of career development and guidance and counselling contexts.
Availabilities
|
JCU Singapore,
Study Period 51,
Limited
|
Census Date 09-Apr-2015 |
Face to face teaching
(Face-to-Face dates to be advised by JCUS coordinator)
|
Coordinator: |
Professor Margaret Carter |
Lecturer:
|
<Person not found>. |
Workload expectations: |
- 25 hours workshops/Seminars
|
Assessment: |
essay (40%); case study (35%); self-reflective journal (25%). |
Special Assessment Requirements: |
Students must pass the essay and the reflective journal to pass the subject |
|
|
Cairns,
Study Period 1,
External
|
Census Date 26-Mar-2015 |
Coord/Lect: |
Professor Margaret Carter. |
Workload expectations: |
|
Method of Delivery: |
WWW - LearnJCU |
Assessment: |
essay (40%); case study (35%); self-reflective journal (25%). |
Special Assessment Requirements: |
Students must pass the reflective journal and the major essay to pass the subject |
|
|
Note:
Minor variations might occur due to the continuous Subject quality improvement process,
and in case
of minor variation(s) in assessment details, the Subject Outline represents the latest
official information.