Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
Designed to provide students with a sound understanding of the theoretical and practical basis for designing and implementing guidance and counselling interventions used in individual, group, and systemic contexts. Students will be provided with instruction and reading in counselling theories and specialised counselling interventions.
This course may not be offered internally if the enrolment is less than 10 students.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
ED793, EU893, 898, 856 C: EU812 or 855
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
This course is taught concurrently in-person and online. All activities and assessments are the same.
Course contact
Lecturer
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The aim of this subject is to develop students' knowledge, skills and appropriate professional attitudes in the following areas:
- Service Delivery Models
- Theoretical Bases for Counselling;
- Specialised Counselling Interventions;ﾠ
- Guidance/Career Program Interventions;
- Group Guidance/Counselling/Career Interventions;
- Interventions in Systemic Contexts;
- Evaluating Guidance, Counselling, and Career Interventions
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Topic 1: Models for Implementing Interventions - Identify and discuss examples of the major service delivery models;
LO2.
Topic 1: Models for Implementing Interventions - Discuss the rationale for counselling, guidance, and career professionals implementing different service delivery models;
LO3.
Topic 1: Models for Implementing Interventions - Define the concept of "primary prevention" and discuss how different service delivery models contribute to it.
LO4.
Topic 1: Models for Implementing Interventions - Describe the essential characteristics of comprehensive guidance programs and how different service delivery models comprise such programs.
LO5.
Topic 2: Individual Counselling Interventions - Describe the role of individual counselling in a total guidance and counselling program.
LO6.
Topic 2: Individual Counselling Interventions - Discuss how theory contributes to counselling practice.
LO7.
Topic 2: 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);
LO8.
Topic 2: Individual Counselling Interventions - Discuss the utility of a developmental framework for selecting counselling interventions;
LO9.
Topic 2: Individual Counselling Interventions - Describe how they would apply theories and principles of individual counselling to problems likely to be encountered in a school/agency/industry setting;
LO10.
Topic 2: Individual Counselling Interventions - Discuss the utility of "brief counselling" models as appropriate interventions for guidance, counselling, and career professionals;
LO11.
Topic 2: Individual Counselling Interventions - Describe how you would apply one of the "brief counselling" models described by Tom Harrison (2000) to a specified client problem/concern.
LO12.
Topic 3: Group Interventions - Provide a rationale for using group procedures in guidance, counselling, and career programs.
LO13.
Topic 3: Group Interventions - Describe the essential differences between group guidance and group counselling;
LO14.
Topic 3: Group Interventions - Design a group guidance/career program focussed on a selected issue of concern to all students/individuals within a specified age range;
LO15.
Topic 3: Group Interventions - Discuss why group counselling would be a more effective intervention than individual counselling for a specified concern/issue.
LO16.
Topic 4: Systemic Interventions - Describe how developmental concepts and principles impact on guidance, counselling, and career program development;
LO17.
Topic 4: Systemic Interventions - Discuss how "wellness" can be used as an organising concept for developing and implementing guidance, counselling, and career programs;
LO18.
Topic 4: Systemic Interventions - Provide a rationale for developmental guidance/career programs and describe their essential features;
LO19.
Topic 4: Systemic Interventions - Describe how they would use consultation skills and processes in implementing a comprehensive, developmental guidance/career program.
LO20.
Topic 5: Evaluating Interventions - Discuss the role of evaluation in guidance/career programs.
LO21.
Topic 5: Evaluating Interventions - Apply action research principles in evaluating their guidance/career interventions.
LO22.
Topic 6: Identification of Major Pathologies - Understand the key operational criteria from the DSM-V used to identify individuals with mental disorders and specifically, children and adolescents with AD/HD, Depression, Anxiety Disorder, and Conduct Disorder.
LO23.
Topic 6: Identification of Major Pathologies - Understand the importance of the multiaxial approach to diagnosis.
LO24.
Topic 6: Identification of Major Pathologies - Use the information obtained from being able to identify these major pathologies to help teachers, parents, and students/individuals develop plans to manage these behaviours.
LO25.
Topic 6: Identification of Major Pathologies - Recognise your own limitations (both ethical and legal) as counsellors in treating children/adolescents/ individuals with these behaviours.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Assignment 1 | 20% 1000 words |
23/08/2024 2:00 pm |
| Essay/ Critique | Assessment 2 | 35% 2000 words |
6/09/2024 2:00 pm |
| Essay/ Critique | Assessment 3 | 35% 2000 words |
4/10/2024 2:00 pm |
| Essay/ Critique | Assessment 4 | 10% 1000 words |
25/10/2024 2:00 pm |
Assessment details
Assignment 1
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1000 words
- Due date
23/08/2024 2:00 pm
Task description
Outline how you would use one of the models of "brief counselling" described by Tom Harrison (Chapter 9 in Wittmer and Clark) in assisting a client presenting with difficulties in one of the following areas: poor study habits, unsatisfactory peer relationships, classroom behaviour problems, or conflict with teachers/parents/work colleagues (20%).
Submission guidelines
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 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.
Assessment 2
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35% 2000 words
- Due date
6/09/2024 2:00 pm
Task description
Students will submit an assignment of 2000 words on the following topic: (35%)
Identify an issue/problem that you believe concerns a number of students in your work setting, or based on your background reading, is of general concern to students/individuals within a particular age range (e.g., substance abuse, peer relationships, dealing with divorce, self-esteem) and develop a program of group guidance activities to address the issue/concern identified. Your assignment must include the following:
a) a rationale for using group procedures for the particular issue you choose to address,
b) a brief statement differentiating group guidance from group counselling, and
c) a description of the activities you would use.
Submission guidelines
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 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.
Assessment 3
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 35% 2000 words
- Due date
4/10/2024 2:00 pm
Task description
Students will submit an assignment of 2000 words on one the following topics: (35%)
1. Prepare a program for consultation with school staff and/or parents, industry/agency personnel to implement primary prevention principles designed to address an issue of concern to the entire community (e.g., student achievement, self-esteem enhancement, substance abuse, dealing with crisis situations, roles and responsibilities). Describe the goals you would have for your intervention and the procedures you would use, along with a rationale and a description of how you would evaluate your intervention, using action research procedures.
2. Develop a rationale for a comprehensive guidance program and describe the goals and activities you would use to accomplish the goals of one particular aspect (e.g., career planning, peer relationships, peer counselling methods). Include a plan for evaluating your program using action research procedures.
Submission guidelines
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 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.
Assessment 4
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 10% 1000 words
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L23, L24, L25
Task description
1 case study, 1000 words on the identification and management of a student with a major behavioural disorder (10%). See Topic 6 in the Learning Guide for details.
Submission guidelines
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 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.
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 express 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; arguments 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; uses the relevant literature to support arguments/ideas; work is 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 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.
Anﾠexemplarﾠto show calculation of the final grade:
All fourﾠassignments 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 20% weighting
Assignment 2 (A2): grade of 5.5 at 35% weighting
Assignment 3 (A3): grade of 6.5 at 35% weighting
Assignment 4 (A4): grade of 5 at 10% 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)ﾠ ﾠ ﾠ+ﾠ ﾠ ﾠ ﾠ(A4)
ﾠ
(0.20ﾠx 6) + (0.35 x 5.5) + (0.35 x 6.5) + (0.10 x 5) = 1.2ﾠ+ 1.925 + 2.275 +ﾠ 0.5 =ﾠ6.4
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 assignments in this course:
Use of generative AI to support or inform assessment
This task has been designed to be challenging, authentic and complex. ﾠWhilst students may use AI 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 AI 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 tools.
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-enrollment. 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.
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.
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. These readings have been scanned and are available through the SS& H Library.
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: Models for Implementing Interventions This topic is designed to introduce students to a range of different guidance and counselling service models. |
Week 3 (05 Aug - 11 Aug) |
Lecture |
Topic 2. Individual Counselling Intervention This topic introduces the various theories of counselling and psychotherapy that provide the conceptual basis for our understanding of behaviour and methods for helping clients develop new more effective behaviours. |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Topic 3: Group Interventions This topic is designed to provide students with an understanding of different group guidance and counselling interventions. Learning outcomes: L13, L14, L15, L16 |
Multiple weeks From Week 5 To Week 6 |
Lecture |
Topic 4: Sytematic interventions This topic is designed to provide students with an understanding of different guidance, counselling, and career programs that can be provided at the systemic level. |
Multiple weeks From Week 7 To Week 8 |
Lecture |
Topic 5: Evaluating Interventions This topic introduces students to the different ways of evaluating guidance and counselling interventions. Learning outcomes: L19, L20 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Mid-semester Break |
Multiple weeks From Week 10 To Week 11 |
Lecture |
Topic 6: Identification of major pathologies Learning outcomes: L23, L24, L25 |
Multiple weeks From Week 12 To Week 13 |
Tutorial |
Independent study Revision Learning outcomes: L23, L24, L25 |
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.