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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.


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:
  • 25 hours
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.