EUN682 Inclusion and Diversity in School Counselling
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN682 |
|---|---|
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN682 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
This unit will equip you with the knowledge, skills, and practical experience necessary to foster inclusive and diverse educational counselling environments. You will develop a foundation in policy analysis with a specific focus on policies related to the role of school counsellors in fostering inclusive educational environments. Through the lens of program logic research, you will explore and evaluate educational counselling services and their response to diversity, equity, and inclusion (DEI) principles. The unit will include a focus on practical application through a project logic evaluation and policy analysis, allowing you to demonstrate your ability to integrate theoretical knowledge with real-world practice in educational counselling settings.
Learning Outcomes
On successful completion of this unit you will be able to:
- Create program logic models for evaluative research.
- Evaluate school and career counselling services with respect to diversity, equity and inclusion.
- Source and evaluate policies and scholarly literature and apply them to educational counselling contexts in relation to diversity, equity and inclusion.
- Propose and justify recommendations for promoting inclusion and diversity in specific educational counselling contexts in response to policy, research and program evaluations.
- Create reports to communicate about the impact of policy on educational counselling.
Content
This unit will cover the following:
- Diversity and inclusion in school counselling
- Indigenous perspectives in school counselling
- Intersectionality in education
- Program logic methodology
- Quality research and research skills
- Policy analysis and implementation
- Ethical considerations and professional standards
- Technology and accessibility
- Counselling practice to support the Sustainability Development Goals of quality education, reducing inequality and promoting wellbeing
- Communication and advocacy
Learning Approaches
In this unit you will learn by engaging in the following:
- lectures (live and recorded)
- tutorials (online)
- online learning materials
- peer and group discussions
The unit adopts a practice-based learning approach to demonstrate and apply counselling approaches within the school setting.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self-reflection activities
- comments about summative assessment work included with your grade.
Assessment
Overview
There are two assessments in this unit:
1. School Counselling Service Evaluation - this task draws on program logic models and the diversity, equity and inclusion concepts covered in this unit to evaluate your school and/or career counselling service.
2. Research and Policy Analysis Report - this task builds on your evaluation and connects with policy analysis and literature research skills to propose recommendations for your education context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: School Counselling Service Evaluation
You will analyse relevant DEI policies at various levels (school, district, state, national), utilising AI tools as appropriate to support your policy review and analysis. You will apply a program logic model to evaluate your service against these policy requirements, and summarise your findings regarding implementation gaps and strengths.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Research and Policy Analysis Report
Based on the implementation gaps identified in Assessment 1, you will develop a research-informed plan to enhance your school and/or career counseling service's DEI effectiveness. Create an enhanced program logic model incorporating your proposed changes, establish a timeline and resources needed for implementation, develop evaluation metrics, and analyse potential barriers. Your plan should present a comprehensive approach to strengthening specific components of your counselling service to improve DEI outcomes.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU75 Master of Education (School Guidance and Counselling)
- Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, ULO3, School Counselling Service Evaluation, Research and Policy Analysis Report - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Research and Policy Analysis Report - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO1, ULO3, School Counselling Service Evaluation, Research and Policy Analysis Report - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO5, Research and Policy Analysis Report