Course coordinator
Ms Dajana Zec
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
- Education School
This course provides students who are already registered teachers in Queensland training to become professional counsellors with the opportunity to synthesize and integrate the knowledge and skills gained in prior and concurrent learning experiences and apply them in practical settings. This course acts as a vehicle for students' professional growth and development as a counsellor.
Enrolment in this course is limited to 20 students.
The placement or practicum experience is an important component of the Master of Educational Studies (Guidance, Counselling & Careers) specialisation.
The placement serves a number of purposes:
• It provides an opportunity for students to synthesize and integrate the knowledge and skills gained in prior and concurrent learning experiences and to apply them across the broad range of guidance and counselling tasks including counselling sessions and with real clients in ed settings, program development and delivery, and consultation with students, parents, staff and professionals from external agencies.
• It acts as a vehicle for their personal and professional growth and development as guidance and counselling professionals through interaction with their supervisor and/or fellow students.
• It provides an opportunity for students to develop the knowledge and skills required to become competent and effective guidance and counselling professionals.
The EDUC7073 Blackboard site contains all the materials required for the course. The EDUC7073 Placement Handbook contains important information and is available on the course Blackboard site.
Additional information will be loaded on the Blackboard site for this course from time to time.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC7008
Restrictions
Entry to the Master of Educational Studies program with Guidance, Counselling and Careers field of study. Must be a registered teacher in QLD and hold a current Blue Card or Exemption Card.
Course contact
Course staff
Lecturer
Ms Dajana Zec
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A compulsoryﾠcourse orientation will be held on Wednesday O-Week (19ﾠFebruary) 4pm-7pm. Check timetable for room location.
Students are NOT to commence their placement before attending the Orientation session.
There are also weekly Zoom sessions during the teaching weeks of the semester. The Zoom link will be available on the course Blackboard site.
Aims and outcomes
The aims of the course are to:
- Provide students with opportunities to implement professional knowledge and skills in a field setting;
- Develop students' competencies required to perform tasks related to the professional role of guidance and counselling specialists;
- Develop students' ability to perform a professional guidance and counselling role in a field setting.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the role of a guidance and counselling professional
LO2.
Demonstrate the specialised skills of a guidance and counselling professional including counselling, consultancy, group work, and program development and delivery
LO3.
Demonstrate the specialised interpersonal skills that enable effective communication and teamwork with a range of individuals within and beyond the work setting e.g., students, parents, other professionals
LO4.
Demonstrate ethical practice and professional conduct in guidance and counselling work
LO5.
Articulate a personal practice framework
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Reflection | ePortfolio of Practice Reflections | 50% 500 words approx |
First reflection 17/03/2025 2:00 pm All other reflections 26/05/2025 2:00 pm |
| Project | Project | 50% 3000 words |
28/04/2025 2:00 pm |
| Notebook/ Logbook, Participation/ Student contribution, Placement |
Log of Practicum Experience
|
Pass/Fail |
20/02/2025 - 26/05/2025
Due: The final date for logging all practicum experiences is Monday of Week 13 at 2pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
ePortfolio of Practice Reflections
- Mode
- Written
- Category
- Reflection
- Weight
- 50% 500 words approx
- Due date
First reflection 17/03/2025 2:00 pm
All other reflections 26/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
This assignment aims to develop self-reflective practice as part of training in guidance, counselling and careers. While on placement, students are required to complete a minimum of five (5) reflection tasks.
Length: Each reflection is approximately 500 words and based on the SEAL framework: Situation, Effect, Action, Learning
Due: Practice Reflections are usually completed weekly. The first Practice Reflection is due on/before Monday of Week 4 at 2pm. The remaining reflections can be submitted anytime on or before Monday of Week 13 at 2pm.
This assignment aims to develop self-reflective practice as part of training in guidance, counselling and careers. While on placement, students are required to complete a minimum of five (5) reflection tasks. Each reflection is related to a different practicum activity or experience. Students are encouraged to complete weekly reflections and can submit a maximum of six (6), however only the top five scores will be used in the final grade for the course (see also under Assessment: Other Requirements and Comments).
Full details and submission links to the ePortfolio are available on the course Blackboard site.
Submission guidelines
Submit via Blackboard. Use the Guide Questions to scaffold the structure of your Practice Reflection in accordance with the SEAL framework. Prepare a single word document for each Practice Reflection; a maximum of 500 words. The title of your document should be the number and name of the reflection activity e.g., 01. Challenges in a new workplace
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.
Project
- Mode
- Written
- Category
- Project
- Weight
- 50% 3000 words
- Due date
28/04/2025 2:00 pm
- Learning outcomes
- L01, L05
Task description
This assignment requires students to select a project from three options: Project A (Literature Review), Project B (Develop or Design), or Project C (Deliver and Evaluate). Students taking both EDUC7073 and EDUC7074 are required to select a different project for each of the two courses. For example, in their first practicum course a student might undertake a comprehensive review of the literature (Project A) and in their second practicum course they might design a resource or develop an intervention (Project B); OR, in their first course a student might develop an intervention (Project B) and in their second course they might deliver or assist in the delivery, and evaluate an intervention (Project C).
Project A: Literature Review
This project requires you to conduct a comprehensive literature review about a topic relevant to working with children or adolescents that interests you. Suitable topics might include, but are not limited to, a thorough exploration of the literature related to prevalence, symptoms, associated problems and interventions for exam anxiety, loneliness, eating disorders, school refusal, gender identity, mobile phone use, and cyberbullying. Rene your topic to a manageable size (i.e., not too much literature so that your review becomes too broad) e.g., eating disorders in teenage males or loneliness in primary school children in China. Your literature review should include the following sections (further sub-headings are optional):
Introduction
· Detail background information including denition/s, prevalence of the issue (prompts: set the scene, describe the importance of this issue for school guidance and counselling)
· Describe any associated problems (prompt: is the problem more pronounced in certain populations or contexts?)
Interventions: A Review of the Literature
· Conduct a critical review of studies that have examined the efficacy of interventions for your chosen topic (prompts: for each study describe what they did, analyse their methods, and evaluate what they found)
· You may wish to separate your review of interventions into those that were school-based, community-based, individual treatments, group therapy etc.
Implications for School Guidance Ocers/Counsellors
· Propose recommendations based on your literature review (prompts: are there specific approaches to use that are better than others? when and what sort of referrals are appropriate?)
· Provide a review of 2 or 3 useful resources that could be used by a school guidance officer/counsellor e.g., a website, handout, local service provider/organisation/charity or avenue for you to gain professional development in the area you have chosen. (prompt: who the resource might be helpful for? How it might be used?)
References
· List your reference in APA 7th Edition format
Appendices
· Include a screenshot or copy of the resources you discussed in your review
Project B: Design or Develop
This project requires you to design or develop an original guidance resource or intervention. The resource or intervention must be based on relevant theory and empirical literature and may be aligned to your placement, although this is not necessary. Your resource or intervention must address a specific problem or need within your school/organisation or more broadly within a local/national context. Suitable topics might include, but are not limited to, social anxiety, depression, attention difficulties, social media and low self-esteem. Your design should adhere to the following structure:
Problem or Need
· Identify, define and describe the problem (prompts: set the scene, describe the problem, describe the population and context requiring the resource or intervention e.g., age, sex, setting etc)
Theoretical and Empirical Justification
· Describe the theoretical basis for your resource or intervention (prompt: justify the approach you have taken)
· Provide an empirical argument for the design elements of your resource or intervention (prompts: what aspects of other interventions have been successful? where have other interventions fallen short? why is your resource or intervention needed?)
Resource or Intervention
· Resource: A series of handouts on a topic (e.g., one for child/adolescent, one for teacher, one for parent), OR a workbook, OR a Professional Development session on a topic for teachers or parents. If you have alternative ideas, please consult with the Course Coordinator for approval
· Intervention: 4-6 sessions with an individual or group on a selected topic
· Provide clear aim/s for the resource or intervention (prompt: what problem is it addressing?)
· Provide a detailed description of the resource or intervention i.e., include all key elements (prompts: who is it for, how is it used; if an intervention, number of sessions, session format and duration, content of each session, how will the sessions address the needs of the participant/s)
· Describe how you would determine the participants’ suitability for the resource/intervention
· Describe how you would measure the effectiveness of resource/intervention
Discussion
· Reflect on the challenges and limitations of your resource/intervention (prompts: what challenges might occur with using the resource or delivering the intervention? how might you overcome these difficulties?)
· Reflect on your capability as the person implementing the resource/intervention (prompts: skills needed, link to personal practice framework)
· Conclusion
References
· List your reference in APA 7th Edition format
Appendices
Include a screenshot or copy of the resources you discussed in your design, including all original and sourced.
Project C: Deliver and Evaluate
This project requires you to report on the delivery and evaluation of an individual or group intervention. Your report should adhere to the following structure:
Background
· Describe the participant/s e.g., age, sex, setting, reason for intervention, how participant/s were selected
· Provide clear aim/s of the intervention (prompt: what factor/s are you hoping to change?)
· Briey describe the intervention e.g., number of sessions, how long each session was, format of session, what was covered in each session, how did the sessions address the needs of the participant/s
Method
· Describe and justify your choice of pre-(baseline) and post-intervention assessments i.e., name and description of each assessment, reason for your choice (prompt: mention reliability, validity, utility)
· Describe other assessments used (e.g., observations, participant satisfaction, qualitative evaluation)
Results
· Report on the efficacy of the intervention (prompts: compare pre- to post- measurements, report qualitative findings)
Discussion
· Discuss your findings (prompts: what changes occurred, what worked well, report any unexpected outcomes)
· Reflect on the limitations of your intervention (prompts: discuss lessons learned, what would you do differently next time, recommendations)
· Reflect on your capability as the person delivering or co-delivering the intervention (prompts: skills needed, areas for development, overall effectiveness, link to personal practice framework)
· Conclusion
References
· List your reference in APA 7th Edition format
Appendices
· Include copies of questionnaires/assessments used
Include a copy of participant assent and/or parent consent (where appropriate)
A marking rubric is provided on the course Blackboard site.
Submission guidelines
Submit via Turnitin. Students must upload their Project by 2 pm on the due date.
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.
Log of Practicum Experience
- Hurdle
- Mode
- Activity/ Performance
- Category
- Notebook/ Logbook, Participation/ Student contribution, Placement
- Weight
- Pass/Fail
- Due date
20/02/2025 - 26/05/2025
Due: The final date for logging all practicum experiences is Monday of Week 13 at 2pm
- Learning outcomes
- L02, L03, L04
Task description
Students are required to complete 50 hours of practicum experience while on placement. Placements are organised by the School of Education Placements Team. Students must contact the Placements Team regarding their preferences and availability. E: prac@uq.edu.au.
Students must familiarise themselves with the Queensland Guidance and Counselling (QGCA) Code of Ethics and the Placement Handbook prior to commencing their placement. Both documents are available on the course Blackboard site.
Students are not to commence Practicum experience placements prior to attending the Orientation session in O-Week.
Hurdle requirements
Students must pass the Log of Practicum Experience (i.e., complete 50 hours of practicum experience) to pass the course.Submission guidelines
Logs will be submitted to an ePortfolio. Submission links are available on the course Blackboard site.
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
You will receive a mark of 0 if this assessment is submitted late.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 19 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 20 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Determining final grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual scores across accumulated assessment tasks.
The ePortfolio comprises a minimum of 5 x Practicum Reflection tasks that will each be provided a score out of 10. For students who elect to undertake more reflection tasks (maximum of 6), the best 5 scores will be included in the final grade calculation. The Project will be provided a score out of 100. The final grade will be calculated using the weighting and the individual assessment scores as well as the University of Queensland grade descriptors outlined in this section. An example of this is provided below.
Example: A student receives the following marks:
- Assessment 1: ePortfolio of 5 x Practicum Reflection tasks: marks of 8/10, 8/10, 8/10, 10/10, 10/10 = 44/50
- Assessment 2: Project: mark of 76/100 at 50% weighting
- Assessment 3: Log of Practicum Experience: pass
The final grade for this student taking into account the weighting of each assessment task would be:ﾠ (44) + (76 x 0.50) = 44 + 38 =ﾠ82,ﾠwhich corresponds to a Grade of 6 based on the grade descriptors outlined in this section.
Students must pass the Log of Practicum Experience (i.e., complete 50 hours of practicum experience) to pass the course.
In case of decimals, the final grade will be rounded to the nearest whole number (i.e., in the case where the final grade is 0.5 or above, the grade will be rounded up,ﾠor 0.49 or below will be rounded down, to the nearest whole number). For example, a score of 64.5ﾠwill be rounded up to 65, yet a score of 74.4ﾠwill be rounded down to 74ﾠetc. ﾠ
Supplementary assessment
Supplementary assessment is not available for some items in 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
There are no required texts for this course. See Blackboard for a list of helpful resources.
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 O-week To Week 13 |
Practical |
Practicum Experience In order to develop the skills, knowledge and experience relevant to guidance and counselling work, students undertake 50 hours of practicum experience in settings such as schools and community agencies. Learning outcomes: L01, L05 |
O-week (17 Feb - 23 Feb) |
Workshop |
Placement Orientation Session Students participate in an orientation session that includes all the information they need for their placement e.g., introduction to the ePortfolio, course materials, what to expect on placement. Compulsory attendance. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 1 To Week 9 |
Not Timetabled |
Project Student work on a project of their choice; either (A) conducting a review of literature in a selected topic, (B) designing or developing a resource or intervention, or (C) delivering and evaluating an individual or group intervention. Learning outcomes: L01, L05 |
Multiple weeks From Week 1 To Week 13 |
Lecture |
Weekly sessions Weekly Zoom sessions to support students' practical placement. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 4 To Week 13 |
Not Timetabled |
Practice Reflection Tasks Students undertake 5 reflections of tasks completed while on practicum. These are undertaking within an ePortfolio. Learning outcomes: L01, L02, L03, L04, L05 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-semester Break |
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.
You'll also need to be aware of the following policies and procedures while completing this course: