Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course will introduce students to current theory and practice in the field of relationship counselling. It will recognise the importance of relationships to our ongoing life satisfaction and wellbeing. It will also examine the complexities of family and culture of origin issues as these pertain to relationship dynamics.
This course is run as a series of weekly 3-hour workshops (dates are available in Learning Activities section of the ECP).ﾠ It will introduce students to current approaches and practice in the field of relationship counselling. It will examine the processes of engagement,ﾠassessment,ﾠformulation,ﾠand treatment in work with couples. Process issues (such as the counsellor's role in relationship counselling and recognition of one's own values and attitudes about relationships between couples) will also be explored. The course will explore the impact of issues such as culture, infidelity, violence and conflict, and parenting upon relationship dynamics. This course is designed to give practitioners the fundamental skills to enter this field.ﾠ
Course requirements
Restrictions
Restricted to students in MCouns, DPsych, MAppSc, GCSocWk, GDipSocWk, MSocWk, MPsychSport&Ex, MPsychClin, MAppPsych, DClinPsych, or MMusThy or with permission of Director of Clinical Programs
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
COUN7004 aims to give students the foundation level of knowledge and skills required to begin work in the field of relationship counselling. The course emphasises research, theories and approaches that have been designed specifically for couples work as way of giving students a grounding in the particulars of this specific form of counselling, as compared to other counselling contexts. By the end of the course, students should be familiar with an integrated model of relational health (including neurobiology of relationships), have clear understanding of specific processes in relationship counselling (e.g. rapport building, assessment, formulation), be able to articulate a theoretical framework for understanding relationship dysfunction and restoration, and have a clear knowledge of evidence-based methods for common issues that present in couples counselling.ﾠﾠﾠﾠ
Important process issues (such as theﾠimpact of individual therapist values and beliefs on counselling, and dealing with resistance and defensiveness in clients) will also be integrated throughout the course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
explore the issues and processes involved in relationship counselling;
LO2.
articulate theories and frameworks designed for use within relationship counselling;
LO3.
evaluate evidence-based approaches to specific issues in relationship counselling;
LO4.
communicate professionally both orally and in writing;
LO5.
demonstrate foundation-level skills in relationship counselling that will enhance the development of an effective counselling relationship;
LO6.
demonstrate the ability to critically review your own practice.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Comparison of Two Approaches | 50% |
15/04/2025 1:00 pm |
| Portfolio | Treatment Manual | 50% |
27/05/2025 1:00 pm |
Assessment details
Comparison of Two Approaches
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
15/04/2025 1:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
What makes, breaks and remakes a relationship?
Students are to choose two (2) approaches to couples therapy from the following list:
- Systemic Couples Therapy
- Object Relations Couples Therapy
- Gottman Method Couples Therapy
- Strategic/Solution-focused Couples Therapy
- Imago Couples Therapy
- Emotionally Focused Couples Therapy (EFT)
- Integrative Behavioural Couples Therapy (IBCT)
Students must then compare and contrast what each theory says about:
a. What makes a relationship, i.e. the theory's perspective on the essential characteristics of a healthy relationship,
b. What breaks a relationship, i.e. the theory's perspective the sources and explanations of relationship breakdown and rupture, and
c. What remakes a relationship, i.e. what each theory believes to be the mechanism by which a relationship is restored.
In contrasting these two methods, students should be able to discuss differences, divergences and any points of convergence or overlap.
Finally, students must outline their own professional position on what makes, breaks and remakes a relationship, clearly arguing, with good evidence, why they have taken this position.
The use of generative AI is not permitted in this assessment piece.
(Penalty for word count outside the word limit: A word count that exceeds the maximum or comes in under the minimum will be penalised through a reduction of 10% of the total mark available for the assessment.)
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 21 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Treatment Manual
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Portfolio
- Weight
- 50%
- Due date
27/05/2025 1:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Students are to prepare a treatment manual for working with couples presenting with a particular issue. The manual should be 3000 words (+/- 10%), excluding appendices (examples of resources).
(Penalty for word count outside the word limit: A word count that exceeds the maximum or comes in under the minimum will be penalised through a reduction of 10% of the total mark available for the assessment.)
The treatment manual that you are to write should be designed with the following scenario in mind:
You work at a counselling agency where there is a large volume of relationship counselling as part of the work. In the last year, the agency has noticed a trend of couples presenting with a particular issue (of your choosing). You have been assigned to research and develop a treatment manual that gives other clinicians a guide to this presenting issue and a particular treatment for it.
Therefore the treatment manual is designed to be used by other professionals for the assessment and treatment of a specific population of couples presenting for relationship counselling. Examples of topics could include domestic violence; substance abuse; mental health problems; infidelity; multicultural relationships; sexual functioning; sexual orientation; gender issues; older clients; physical injury; parenting; step-parenting; or other topics as negotiated with the course coordinator.
Your manual should include the following:
• A clear outline of the topic, issue, or problem.
• A brief outline of the assessment methods that would be used or a description of changes to existing methods or measures that may need to be made to accommodate a particular population.
• A comprehensive outline of treatment containing enough detail for another counsellor to use it as a guide.
• Inclusion of empirically-based, up-to-date literature to support the efficacy of the approach suggested. If no empirical evidence is available, an extrapolation from basic principles and reference to treatment in other domains should be made.
• At least two examples of different resources that would aid a practitioner in any stage of the treatment (e.g. resources for assessment, formulation, psychoeducation, treatment processes, etc.)
Presentation of the manual should be of a high standard with clear and concise expression and correct spelling and grammar. As the manual is designed to aid fellow practitioners, it is necessary to adopt a structure and style that will practical and easy to use. Usually the preferred referencing style is that of the American Psychological Association (APA7) however given the design considerations of a professional manual the Vancouver referencing style (numbered in-text citations) are also acceptable here.
The use of generative AI is not permitted in this assessment piece.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 21 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>0.1 -29.9%</p> |
| 2 (Fail) | <p>0</p> - |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>30 - 46.9%</p> |
| 3 (Marginal Fail) | <p>0</p> - |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>47 - 49.9%</p> |
| 4 (Pass) | <p>0</p> - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>50 - 64.49%</p> |
| 5 (Credit) | <p>0</p> - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>64.50 - 74.49%</p> |
| 6 (Distinction) | <p>0</p> - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>74.5 - 84.49%</p> |
| 7 (High Distinction) | <p>0</p> - |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>84.5 - 100%</p> |
Additional course grading information
Completion of all pieces of assessment set for this course is a mandatory requirement. Failure to submit all pieces of assessment will result in failure of the course overall.
All work must be within 10% of the required word length.ﾠAny work that does not fall within this range (+ or -) will be penalised at 10% of the overall mark as per School policy.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark. NB. Please note that the penalty for late submission has changed from previous years.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
ﾠ
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Introduction to course Introduction to course. Learning outcomes: L01 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Foundations of Relationship Counselling Foundations of Relationship Counselling Learning outcomes: L02 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Relationship Counselling Map Relationship Counselling Map Learning outcomes: L02 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Skills session Skills practice session - joining with couples / assessment of relationship Learning outcomes: L05, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Theories 1 Theories of Couple Counselling - Learning outcomes: L01, L02, L03 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Theories 2 Theories of Couple Counselling - EFT; Imago Learning outcomes: L01, L02, L03 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Skills session Skills practice session - trying out different approaches Learning outcomes: L05, L06 |
Week 8 (14 Apr - 20 Apr) |
Workshop |
Difficult Terrain 1 Integrating Theory Difficult Terrain - Ethical considerations Learning outcomes: L02, L03 |
Mid-sem break (21 Apr - 27 Apr) |
Workshop |
MID-SEMESTER BREAK |
Week 9 (28 Apr - 04 May) |
Workshop |
Difficult Terrain 2 Difficult Terrain - Infidelity; Separation/divorce Learning outcomes: L01, L02, L03 |
Week 10 (05 May - 11 May) |
Workshop |
Difficult Terrain 3 Difficult Terrain - Working across cultures; working with LGBTIQ+ couples; Working with conflict Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Workshop |
Difficult Terrain 4 Difficult Terrain - Parenting; Violence/trauma Learning outcomes: L01, L02, L03 |
Week 12 (19 May - 25 May) |
Workshop |
Skills session Skills practice session - working with specific relationship issues Learning outcomes: L05, L06 |
Week 13 (26 May - 01 Jun) |
Workshop |
Course review Course review; Future directions Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.