Course outline Code: COU706 Title: Counselling Children and Young People Faculty of Arts and Business School of Social Sciences Teaching Session: Semester 1 Year: 2015 Course Coordinator: Dr Andrew McClelland Office: T2.27 Phone No: +61 7 5456 5273 Email: amcclell@usc.edu.au 1. What is this course about? 1.1 Course description This course provides knowledge, skills and experience in counselling children and adolescents. You will develop your practice framework for counselling children based on a model of a sequential integrative plan for children and adolescents. You will compare the counselling processes suitable for children and adolescents with those for adults, explore important developmental and counselling theories, identify emotional, behavioural and psychiatric disorders in children and adolescents, and develop experiential skills needed to assess and engage children and adolescents in the change process. 1.2 Course content child and adolescent counselling principles and theories children and adolescents in context assessment and recognition of emotional, behavioural, psychiatric problems of childhood and adolescence child and adolescent counsellor qualities and micro skills models of child and adolescent counselling experiential strategies for use in child and adolescent counselling matching media to goals in counselling children and adolescence managing resistance and transference integration and termination 2. Unit value 12 units
Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Graduate Qualities On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Identify analysis and apply the principles and practices of child and adolescent counselling. Develop a practice framework for counselling children based on a model of a sequential integrative plan for children and adolescents. Develop and demonstrate skills in counselling children and adolescents (forming a therapeutic relationship, and supporting change). Understand and apply ethical responsibilities and professional requirements underpinning counselling children and adolescents. 3 Knowledgeable. 2 Empowered. 1 Empowered. 1, 2 and 3 Ethical. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions Must be enrolled in AR708 or SC720 or AR709 4.2 Pre-requisites COU701 and COU781 4.3 Co-requisites Nil 4.4 Anti-requisites SCS706 4.5 Specific assumed prior knowledge and skills N/A 5. How am I going to be assessed? 5.1 Grading scale Standard High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL)
5.2 Assessment tasks Task Assessment Tasks No. Page 3 Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it? 1 Recorded demonstration Individual 35% 30 minutes Week 8 Counselling Studio Electronic Drop Box 2 Written critique of Individual 35% 2000 words Week 10 SafeAssign recorded demonstration 3 Online test Individual 30% 30 questions Week 13 Online via Blackboard 100% Assessment Task 1: Recorded demonstration Goal: Product: Format: You will develop and demonstrate a range of skills in counselling children and adolescents aimed at establishing, maintaining and sustaining a successful therapeutic relationship. Recorded demonstration of skills in counselling children and adolescents The role-play counselling session will last 30 minutes. The recording should demonstrate moving through each of the stages of the counselling session such as rapport and trust building, choosing and introducing the various media to the child/adolescent, engaging the child/adolescent in the use of the media, use of skills/language appropriate to the developmental stage of the client, processing the experience with the child, and concluding the session. The recording should emphasise the stages of therapy and the process of change within the session, as well as terminating the session. You are to create a recording of an unscripted role play as a counsellor demonstrating the use of at least three different strategies from the SPICC Model (eg creative, symbolic, cognitive-behavioural, psycho-educational) with a consenting adult (partnering with another SCS706 student is recommended). Criteria Content: All stages represented. Range of appropriate child/adolescent counselling skills demonstrated. Use of both verbal and non-verbal interactions. Interpersonal awareness demonstrated through appropriate matching of strategies to achieve engagement with the client. Originality: Effectiveness of strategies and skills chosen (variety and sequencing for therapeutic tasks). Management of the transition between activities. Clarity and expression: Clear quality of diction and verbal expression by counsellor. Appropriate use of language, timing and ethical considerations Generic skill assessed Skill assessment level Communication Developing Information literacy Developing Assessment Task 2: Written critique of recorded demonstration Goal: Product: You will develop a practice framework for counselling children through consideration of the personal use of skills and strategies contributed to the formation of a successful working relationship and the opportunity for change. Written critique of recorded demonstration
Page 4 Format: A 2000 word written critique of the multimedia recording. Reflecting on your role play recording as a counsellor, describe: The strategies and skills you used effectively, explaining the effect of those skills on the client-counsellor relationship. The skills used that require improvement: note how they impacted on the relationship, be specific as to how these would need to be modified and how this could then create a better therapeutic outcome. Alternative skills where appropriate. Mention if the relationship would have benefited from any skills or strategies that were not demonstrated, name those and why they would have been beneficial. Make note if considerations of diversity or other therapeutic issues have impacted on your interactions in the role play (eg culture, gender, age, power, ethics). Using referenced arguments analyse your recording in relation to the session context and child/adolescent counselling principles, identifying the skills you have used, commenting on the rapport and relationship and evaluating the effectiveness of your work. Criteria Content: Relevance, degree of detail and critical reflection. Level of understanding of range and purpose of counselling skills demonstrated, related theory and therapeutic outcomes. Relevant articulation and understanding of the principles and theories of child/ adolescent counselling. Argument: Consistency of logic, extent critique is analytical rather than descriptive (focus on process rather than content). Extent explanations are linked to an integrated approach to counselling. Matching of the recording session with the theory. Originality: Awareness of therapeutic issues present. Level of appropriate intraand inter- personal awareness. Evidence of personal learning through informed and relevant self-reflection. Clarity and expression: Quality of expression. Accuracy of grammar, punctuation, spelling, referencing and word limit. Generic skill assessed Skill assessment level Communication Developing Assessment Task 3: Online Test Goal: You will identify and analyse the basic principles and practices of child and adolescent counselling. Product: Test of 30questions to be answered online via Blackboard (no written responses required). Format: The test material will assess a variety of concepts and strategies from the theories, skills acquisition and research covered in this course and will address the entire counselling relationship from beginning to termination. Criteria: understanding of the major concepts covered in the learning modules knowledge of the basic principles and practices of child and adolescent counselling. Generic skill assessed Skill assessment level Problem solving Developing
Page 5 5.3 Additional assessment requirements SafeAssign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via SafeAssign. This software allows for text comparisons to be made between your submitted assessment item and all other work that SafeAssign has access to. If required, details of how to submit via SafeAssign will be provided on the Blackboard site of the course. Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: a) The final mark is in the percentage range 47% to 49.4% b) The course is graded using the Standard Grading scale c) You have not failed an assessment task in the course due to academic misconduct 5.4 Submission penalties Late submission of assessment tasks will be penalised at the following maximum rate: 5% (of the assessment task s identified value) per day for the first two days from the date identified as the due date for the assessment task. 10% (of the assessment task s identified value) for the third day 20% (of the assessment task s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome. 6. How is the course offered? 6.1 Directed study hours On campus Workshop: 4 hours in weeks 3, 6, 9 and 12 Online directed learning 6.2 Teaching semester/session(s) offered Semester 1 6.3 Course activities Teaching What key concepts/content will I Week / learn? Module 1-3 Introduction and Theories Goals of counselling children and adolescents Differences to working with adults Theories of child and adolescent development Child/Counsellor relationship and counsellor qualities Beginning counselling process with the child and family Helping the child tell their story What activities will I engage in to learn the concepts/content? Directed Study Activities Independent Study Activities Learning and Readings and activities include multimedia materials required readings, provided on research activities Blackboard under with written Learning Materials responses and video Module 1. At times lectures/material you will be required to available online. present to the Workshop will be workshop and/or held in week 3 submit information note any required gleaned from your
Page 6 4 6 Week 5, Friday, 3 rd April Good Friday Public Holiday Use of appropriate media The Counselling Relationship Observation skills Application of the SPICC model Joining and Engaging; Helping the child tell their story; Emotional Release; Changing thoughts and Behaviours Matching media to goals of counselling The play therapy room Strategies for enabling child to tell their story preparation. Personal and immediate feedback will be given on role playing of skills in workshop. Learning and activities include required readings, research activities with written responses and video lectures/material available online. Workshop will be held in Week 6. Personal and immediate feedback will be given on role playing of skills in workshop. Mid Semester Break after Week 5 7 9 Adolescence Dealing with resistance and transference Working with Adolescents: -Development, stresses, needs -Bringing about change Use of skills and strategies - Symbolic/ Creative/ Cognitive- Behavioural and Psycho educational Mental Health Disorders of Childhood/ Adolescence 10-13 Mental Health Disorders and Termination of Counselling Mental Health and Learning Disorders of Childhood/ Adolescence Learning and activities include required readings, research activities with written responses and video lectures/material available online. Workshop will be held in Week 9 this will focus on strategies for counselling adolescents, identifying MH disorders; reflection, processing and group discussions. Personal and immediate feedback will be given on role playing of skills in workshop. Workshop will be held in Week 12 this will provide opportunities for group development, independent learning activities. Readings and multimedia materials provided on Blackboard under Learning Materials Module 2. At times you will be required to present to the workshop and/or submit information gleaned from your independent learning activities. Readings and multimedia materials provided on Blackboard under Learning Materials Module 3. At times you will be required to present to the workshop and/or submit information gleaned from your independent learning activities. Readings and multimedia materials provided on Blackboard under Learning Materials
Page 7 Termination processes Please note that the course activities may be subject to variation. discussions, closure and experiential learning. Module 4. At times you will be required to present to the workshop and/or submit information gleaned from your independent learning activities. 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Geldard, D and Geldard, K Geldard, D and Geldard, K 2013 Counselling Children: A Practical Introduction Sage 2009 Counselling Adolescents Sage 7.2 Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for workshops and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements N/A 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: +61 7 5430 1226 or Email: StudentLifeandLearning@usc.edu.au 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability http://www.usc.edu.au/university/governance-and-executive/policies-and-procedures#academic-learningand-teaching
Page 8 10. Faculty specific information LOCATING JOURNAL ARTICLES If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed. ASSIGNMENT COVER SHEETS The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. HELP: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible. DIFFICULTIES: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries and student support Faculty Student Centre Tel: +61 7 5430 1259 Fax: +61 7 5430 2859 Email: FABinfo@usc.edu.au