Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course is designed to develop attitudes and skills that will enable students to use the basic skills of counselling in different professional contexts. Counselling process models are examined.
All internal and external students must attend a compulsory workshop held early in the semester (usually the weekend of Week 1). Details are provided in the Electronic Course Profile.
This course may not be offered In Person if the enrolment is less than 10 students.
Through your study of this course, you will develop the skills and knowledge required to help others live more effective lives via the helping relationship and process.ﾠOther courses offered within the Master of Educational Studies (Guidance, Counselling, & Careers) program aim at helping you develop the broad range of knowledge and skills you will require to function effectively as a guidance and counselling or educational psychology professional in educational and other settings where you might work.
One aspect of this course differentiating it from most other courses is that it contains an intensive skill development component.ﾠCounsellors cannot rely solely on their conceptual and theoretical knowledge in their endeavours to help others.ﾠIt is absolutely crucial that they master the skills required for effective interviewing and development of the counselling relationship.ﾠSuch skills cannot be mastered through reading and/or attendance at lectures!ﾠIt is essential that you observe appropriate models and engage in intensive practice if you are to master the necessary skills.ﾠUnless you acquire the competencies required for developing and maintaining the counselling relationship, you will not have the required “delivery system” to implement knowledge you acquire in other components of this course, and the other courses in this program, to help our clientele resolve the concerns for which they seek counselling assistance.ﾠ
Course requirements
Assumed background
Restrictions
Entry to the GCEdSt, MEdSt or MSpPathSt
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
All lectures for EDUC7002 (in-person) and EDUC7002 (external) are offered in hybrid mode.
Course contact
Course staff
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
All students enrolled in EDUC7008 are required to attend a workshop on counselling and interviewing skills to be held on the 8th and 9th ofﾠMarch, 2025 (Location will be visible via your student timetable). Students who are unable to attend this workshop will be able to log into it via zoom. I will arrange for a zoom invitation to be sent out to all student in the week prior to the workshop. Failure to attendﾠthe above workshop (in person or via zoom), unless for serious medical disability, will result in failure for this course.ﾠIf you are prevented from attending for medical reasons, an appropriate alternative method for meeting this requirement will be negotiated.
Aims and outcomes
The aims of this subject are to develop students’ knowledge, skills and appropriate professional attitudes in the following areas:
- The fundamental concepts underlying helping with specific focus on counselling as a helping endeavour
- Theoretical models of the helping/counselling process
- The basic philosophy and attitudes required to be effective helpers
- The helping/counselling relationship and process management
- Significant professional issues in helping and counselling
- Group procedures and processes in counselling and helping
- Multicultural issues in helping and counselling
- An introduction to the differential impact of different counselling approaches on the brain
- The skills and competencies required to take a leadership role in helping colleagues implement supportive environments in schools/agencies.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
TOPIC 1: Elements of the Helping Process and Qua - Provide a definition of what helping means.
LO2.
TOPIC 1: Elements of the Helping Process and Qua - Describe the general goals of helping.
LO3.
TOPIC 1: Elements of the Helping Process and Qua - Define the content areas important for effective helping
LO4.
TOPIC 1: Elements of the Helping Process and Qua - Describe the characteristics of effective helpers.
LO5.
TOPIC 1: Elements of the Helping Process and Qua - Discuss personal attributes in relation to those defined as essential for effective helpers.
LO6.
TOPIC 1: Elements of the Helping Process and Qua - Discuss their motivations for becoming helpers.
LO7.
TOPIC 1: Elements of the Helping Process and Qua - Describe the role of Allen Iveys concept of cultural intentionality in the helping relationship and process.
LO8.
TOPIC 2: Skills for Effective Helping - Demonstrate Basic Mastery of each of the following counselling/interviewing skills:
Basic Attending Skills,
Questioning Skills,
Client Observation Skills,
Encouraging, Paraphrasing and Summarising Skills,
Noting and Reflecting Feelings,
Eliciting and Reflecting Meaning,
Focusing,
Influencing Skill,
Confronting Discrepancies and Incongruities in the Clients Communication,
Sequencing Skills and Structuring the Counselling Interview,
Integrating Skills.
LO9.
TOPIC 3: The Nature and Purpose of Counselling - Define counselling in terms of its methods, assumptions and goals.
LO10.
TOPIC 3: The Nature and Purpose of Counselling - Describe similarities and differences between counselling and other approaches to helping people.
LO11.
TOPIC 3: The Nature and Purpose of Counselling - Define process goals and outcome goals in counselling and discuss how they interact.
LO12.
TOPIC 3: The Nature and Purpose of Counselling - Describe the major areas of competency counsellors need to master.
LO13.
TOPIC 3: The Nature and Purpose of Counselling - Describe how the essential components of counselling interact to help clients attain their specific goals.
LO14.
Topic 4: Professional and ethical issues - Identify and discuss crucial value issues of which an effective counsellor must be aware.
LO15.
Topic 4: Professional and ethical issues - Discuss the importance of counselling professionals engaging in on-going professional education and development.
LO16.
Topic 4: Professional and ethical issues - Discuss the role of ethical standards in professional counselling practice by reviewing the codes of ethics/professional practice of the Queensland Guidance and Counselling Association (QGCA) and the Australian Psychological Society (APS).
LO17.
Topic 4: Professional and ethical issues - Demonstrate your own understanding of the important ethical issues of which counselling professionals must be aware by developing your own code of ethical behaviour. Include in your code issues of legal responsibility, duty of care, mandatory reporting, confidentiality, and legal liability under statutes of fraud.
LO18.
Topic 5: Individual counselling interventions - Discuss how theory contributes to counselling practice.
LO19.
Topic 5: Individual counselling interventions - Describe how the work of Freud and other followers of the psychoanalytic approach have contributed to our understanding of human behaviour and the development of counselling.
LO20.
Topic 5: Individual counselling interventions - Identify and define the major concepts, principles, terminology and applications of each of the following major theoretical approaches to counselling: Person-Centered Behavioural Rational-Emotive Cognitive Reality Therapy Gestalt Adlerian (Individual Psychology) Family Systems Therapy
LO21.
Topic 5: Individual counselling interventions - Begin to develop your own personal approach to counselling, integrating concepts from the above theories.
LO22.
Topic 5: Individual counselling interventions - Discuss the utility of a developmental framework for selecting counselling interventions.
LO23.
Topic 5: Individual counselling interventions - Describe how you would apply theories and principles of individual counselling to problems likely to be encountered in a school setting.
LO24.
TOPIC 6: Multicultural Issues in Counselling - Discuss the importance of a multicultural perspective in counselling
LO25.
TOPIC 6: Multicultural Issues in Counselling - Identify and describe cultural factors that may influence their counselling effectiveness with clients from different cultural groups
LO26.
TOPIC 6: Multicultural Issues in Counselling - Describe how their own cultural background may affect their counselling practice.
LO27.
TOPIC 7: Group Methods and Skills in Helping - Describe the benefits of group membership for human development.
LO28.
TOPIC 7: Group Methods and Skills in Helping - Identify the characteristics of effective groups.
LO29.
TOPIC 7: Group Methods and Skills in Helping - Describe the role of groups in the helping process.
LO30.
TOPIC 7: Group Methods and Skills in Helping - Discuss how they can use group facilitation skills to help their colleagues develop supportive school environments.
LO31.
TOPIC 8: Special Topics in Helping - Discuss specific problem areas for which students are likely to require help from counsellors or teachers.
LO32.
TOPIC 8: Special Topics in Helping - Describe the role of schools in dealing with traumatic incidents.
LO33.
TOPIC 8: Special Topics in Helping - Discuss strategies for helping students cope with stress.
LO34.
TOPIC 8: Special Topics in Helping - Describe how teachers and counsellors can identify students at risk of attempting suicide.
LO35.
TOPIC 8: Special Topics in Helping - Consider the effect of different counselling approaches on the brain and the neurobiological and neuropsychological aspects of mental health
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Assessment Item 1: Simulated counselling interview
|
30% 15-20 minute simulated interview |
28/03/2025 2:00 pm |
| Essay/ Critique |
Assessment 2
|
35% 2000 words |
2/05/2025 2:00 pm |
| Essay/ Critique |
Assessment Item 3:
|
35% 2000 words |
30/05/2025 2:00 pm |
Assessment details
Assessment Item 1: Simulated counselling interview
- Mode
- Oral
- Category
- Practical/ Demonstration
- Weight
- 30% 15-20 minute simulated interview
- Due date
28/03/2025 2:00 pm
- Other conditions
- Student specific.
Task description
Students will submit a videotape of a 15-20 minute simulated interview. Further instructions regarding this exercise will be provided at the helping skills workshop. (30%)
Submission guidelines
A video link for submitting this assignment will be provided after the counselling workshop.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment 2
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35% 2000 words
- Due date
2/05/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23
Task description
Select any two of the theories discussed in Theory and practice of counselling and psychotherapy and outline how you, as a counsellor, would use them in assisting an individual experiencing one of the following difficulties: 1) poor study habits, 2) unsatisfactory peer relationships, 3) classroom behaviour problems, or 4) conflict with colleagues/teachers/parents.
You can respond to the above assignment in the first person if you want to but please remember to use references to support your points or arguments. In an assignment of this length, I would expect you to be able to reference at least 10 articles, book chapters or books. You will not be penalised for writing more than 2000 words but I am asking you to try and ensure that you do not overwrite by more than 10%.
Submission guidelines
To submit your assignment upload it through Turnitin on the EDUC7008 Blackboard.
For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Assessment Item 3:
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35% 2000 words
- Due date
30/05/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35
Task description
Students will submit an assignment of 2000 words on one of the following topics (35%):
(1) Identify one specific area of student concern (e.g., stress, self-esteem, unsatisfactory peer relationships). Describe how you would use the skills and knowledge gained from this course to help students experiencing the concern.
OR
(2) Develop a rationale for teacher participation in in-service workshops designed to develop helping skills. You should focus on the benefits that would accrue to your school as a result of teachers developing helping skills. Define helping skills in a manner that will communicate to other professionals who have no background in the field.
OR
(3) Discuss why it is important for effective helpers to be competent in working with persons from a variety of cultural backgrounds. Describe the specific skills and attitudes competent helpers require in working with diverse cultures.
Submission guidelines
To submit your assignment upload itﾠthrough Turnitin on the EDUC7008 Blackboard.
For this course the originality percentage value should not be more than 20%. For this Assessment Task, you will be allowed to have unlimited attempts up to the due date and due time. This allows you to change your Assessment Task if you find the originality percentage value is higher than 20% on the previous attempt. "Submission using Turnitin" will be available up to 14.00 hrs on the date the Task is due. However, it is strongly recommended that you use "Submission using Turnitin" for your final attempt no later than 12 hours before due date and time.
If your originality value is above 20%, seriously consider using more paraphrasing. Sometimes the value is high due to the same references being used across all students’ submissions. If this is the case, you won’t need to reduce the percentage value.
The return of a Turnitin originality value for the first attempt can be quick – in a few minutes and less than an hour. But if this is the second or third attempt, the originality check can take more than 24 hours. Please allow yourself plenty of time to submit your final copy by the due date and time.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Poor expression of ideas; literature is not used adequately to support arguments/positions. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy some of the basic requirements of the course; poor expression of ideas; literature is not used adequately to support arguments/positions. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Falls short of satisfying the basic requirements for a pass; some relevant ideas but generally they are disjointed and poorly expressed; some use of the relevant literature to support points/ideas;ﾠarguments are not made or well structured. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding of the requirements of the course; ideas are soundly expressed with some support from the literature; adequate structure to the presentation. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of the requirements of the course. Is able to present ideas in a logical and well reasoned way, and to use the relevant literature to support points/arguments. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates ability to analyse and synthesise information;ﾠuse the relevant literature to support arguments/ideas; work is very well structured and cogently presented. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination or creativity based upon analysis and synthesis of complex information; is able to use the literature to argue positions/points expressed; and, is able to present these positions/points in a very well structured and cogent presentation. |
Additional course grading information
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculation of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:
A student receives the following three grades
Assignmentﾠ 1 (A1) : grade of 6 at 30% weighting
Assignment 2 (A2): grade of 5.5 at 35% weighting
Assignment 3 (A3): grade of 6ﾠat 35% weighting
The final grade for this student taking into account the weighting of each assignment would be:
ﾠﾠﾠ (A1)ﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A2)ﾠﾠﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠﾠﾠﾠﾠ
(0.30ﾠx 6) + (0.35 x 5.5) + (0.35 x 6) = 1.8 + 1.925 + 2.1ﾠ = 5.825
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
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.
Additional learning resources information
If you look at your Learning Guide on Blackboard you will see that I have identified a number of recommended readings and additional readings for you to use. Most of these readings have been scanned and are available on the Central Library website for you to download.
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 |
|---|---|---|
Multiple weeks From Week 1 To Week 2 |
Lecture |
Topic 1: Elements of the helping process This topic is designed to provide students with an understanding of the helping process. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Topic 1: Elements of the helping process This topic is designed to provide students with an understanding of the qualities of effective helpers. |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Topic 2: Skills for effective helping The learning activities for this topic are designed to enable students to demonstrate basic mastery of the helping skills sequence. |
Multiple weeks From Week 4 To Week 5 |
Lecture |
Topic 3: The nature and purpose of counselling This topic is designed to provide students with an understanding of what counselling is as a helping speciality and how counsellors work to attain the goals of counselling. Learning outcomes: L09, L10, L11, L12, L13 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Topic 4: Professional issues in counselling The general goal of this topic is to provide students with an understanding of the professional and ethical issues in counselling. Learning outcomes: L14, L15, L16, L17 |
Multiple weeks From Week 7 To Week 8 |
Lecture |
Topic 5: Individual counselling interventions The purpose of this topic is to introduce students to the various theories of counselling and psychotherapy that provide the conceptual basis for understanding behaviour and methods for helping clients. Learning outcomes: L18, L19, L20, L21, L22, L23 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break Mid-semester Break |
Week 10 (05 May - 11 May) |
Lecture |
Topic 6: Multicultural issues in counselling The purpose of this topic is to understand the different multicultural issues in counelling Learning outcomes: L24, L25, L26 |
Multiple weeks From Week 11 To Week 12 |
Lecture |
Topic 7: Group methods and skills in helping The purpose of this topic is to help students understand the role of groups in the helping process. Learning outcomes: L27, L28, L29, L30 |
Week 13 (26 May - 01 Jun) |
Lecture |
Topic 8: Special topics in helping The purpose of this topic is to introduce students to the diverse issues/problems that counsellors are required to respond to as part of the helping process. Learning outcomes: L31, L32, L33, L34, L35 |
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.