PYN004 Counselling Studies 3

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This unit will focus on contemporary approaches to counselling and emphasise the importance of a relational understanding of human problems and change processes through systemic family therapy and couple work.  It will highlight how the concepts and skills involved in family therapy can be applied to most forms of relationship counselling.  

The unit content and experience will demonstrate that regardless of whether a counsellor's primary work is with individuals, couples, families, or larger systems, it is important to have some understanding of the concepts and skills involved in family therapy.  The focus will be on how the development of self-awareness about one's own family dynamics can assist clients to understand themselves.

In small groups you will choose an issue or area of relationship counselling and present a workshop which demonstrates the use (or adaption) of a constructive therapy approach.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Conceptualise problems from the standpoint of selected models of family/relationship counselling (e.g. solution focused and narrative therapies);
2. Identify and enact specific reflecting team processes and skills from diverse perspectives;
3. Critically apply relevant theory and skills to a specific client population, such as Aboriginal and Torres Strait Islander population.
4. Analyse potential effects of your own family dynamics on your work with couples/families, your colleagues and inter and intra-professional relationships..

Content

Learning Approaches

Teaching approaches will include experiential workshops, theoretical input, role-play demonstrations, and exercises where you will be able to act as therapists, clients and reflecting team members. As well as input from lecturers, you will have the opportunity to research specific topics of interest and present these in workshop form to the class.

Feedback on Learning and Assessment

Students will receive formative feedback through regular structured exercises and reflective processes, and via peer interaction. Summative feedback will occur through the formal assessment items. 

Assessment

Overview

Assessment will be used across the semester to allow you to demonstrate your ability to apply relationship counselling skills and knowledge to specific problem areas. It will include class demonstrations and also self reflection on your own family.

Threshold assessment conditions

Due to the experiential nature of the unit, you must complete all pieces of assessment. Summative assessment items will be criterion-referenced on a satisfactory/unsatisfactory basis. Each of the summative assessment items must be satisfactorily completed to pass this unit and ALL criteria within each assessment must be deemed satisfactory.  Therefore any students not reaching a satisfactory grade for any of the individual criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria is not deemed satisfactory the student will receive an overall unsatisfactory grade.

The final result for this unit will not contribute to your overall course GPA.

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Demonstration and Reflection

In small groups (e.g. 4-6) you will facilitate a 2.5 hour presentation, demonstrating the use of a selected counselling model to conceptualise a specific relationship problem, and develop interventions. The presentation will include group discussion, role-play (including a reflecting team process), exercises, relevant handout and reference material. You will be assessed on all aspects of this presentation as outlined in the task sheet and marking rubric.

Graded on a Satisfactory/Unsatisfactory basis.

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Threshold Assessment:

You must achieve a passing grade on both assessment items to pass this unit. Failure to meet all assessment requirements will result in unsatisfactory performance.

All criteria for both assessments must be deemed SA and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criteria. Only one resubmission will be afforded and If any criteria is not deemed satisfactory the student will receive an overall US grade.

Assessment: Essay

You will write an individual essay on your group's topic, critically applying theory and skills, and incorporating an analysis of your own family history and dynamics, and their potential effect on your work in this area.

Graded on a Satisfactory/Unsatisfactory basis

This is an assignment for the purposes of an extension.

Threshold Assessment:

All criteria must be deemed SA and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria are not deemed satisfactory the student will receive an overall US grade.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Lowe, R. (2004). Family therapy: A Constructive Framework. London: Sage

Madsen, W.C.(2007) Collaborative Therapy With Multi-Stressed Families (2nd ed.) New York: Guilford

Nichols, M., and Schwartz, R. (2009). The Essentials of Family Therapy (4th ed.). Boston: Pearson

Risk Assessment Statement

There are no out of the ordinary risks associated with this unit.

Course Learning Outcomes

PY12 Master of Counselling

1. Critique and employ coherent therapeutic, practical and contextually relevant counselling knowledge, skills and values that embody a collaborative professional discourse that honours multiple perspectives across culturally diverse lifespans.
   Relates to: Demonstration and Reflection, Essay
2. Critically evaluate and apply intentional practice processes, engaging advanced critical thinking and decision-making skills, underpinned by ethical and professional values and critical reflexivity to ensure culturally safe collaborative counselling.
   Relates to: Demonstration and Reflection, Essay
3. Critically evaluate and apply theoretical and philosophical underpinnings of counselling research and practice, drawing upon digital capabilities and the qualities of ethical conduct, social inclusivity, reflexivity and reflection in sustainable ways.
   Relates to: Essay
4. Promote and practice effective written, oral and digital communication processes including advanced listening and dialogue skills, congruent with a collaborative counselling approach, in a range of contexts.
   Relates to: Demonstration and Reflection, Essay