PYN002 Counselling in sociocultural context

Unit Outline: Semester 2 2026, Kelvin Grove, Internal

Overview

This unit will serve as a review of the philosophical and theoretical underpinnings of the major psychotherapeutic and counselling traditions. It will examine the way in which sociocultural context has informed both their development and contemporary application.

The unit will also situate and contextualise the Narrative, Solution-Focused and Collaborative Conversational approaches to counselling from PYN010 and PYN016 within the broader field of psychotherapy and counselling and explore these approaches through a decolonising lens.

The essential element of this unit is an exploration of how a therapist might appropriately respond to client presentations by drawing upon a wide range of interdisciplinary approaches. Particular focus will be given to developing the capacity to choose effective, ethical and integrative therapeutic approaches that promote positive outcomes for counselling clients and communicate these using digital platforms.

Learning Outcomes

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

1. Examine, apply and communicate using digital technologies, the distinctive concepts and interventions that belong to each of the major psychotherapeutic and counselling approaches
2. Critique the use of skills from at least one of the major psychotherapeutic and counselling approaches covered in this unit as part of a collaborative group work process;
3. Compare and critique diverse perspectives on Integrative Therapy from a decolonising lens and diverse perspectives;
4. Examine the way that socio-cultural contexts-as well as the development of scientific theory-have impacted on the emergence of psychotherapeutic and counselling approaches to clients such as Aboriginal and Torres Strait Islander populations;
5. Synthesise how your own value positions and preferred therapeutic practice alignment fits with each of the major psychotherapeutic and counselling approaches.

Content

Learning Approaches

• Classes will include reflection on theory as well as an experiential exploration of various counselling approaches through demonstration of skills and role-play. You will be required to research and present material to other students and engage in reflection and discussion about the learning activities. You are expected to be active participants in all aspects of the unit.

Feedback on Learning and Assessment

There are three assessment items in this unit. The first is a viva/in-class group presentation, with a subsequent question and answer session to verify learning. The second is an essay, that includes a 5-minute viva voce interview to verify authorship and learning. and the third a series of reflective journal entries submitted across the course of the unit, with relevant learning verified by tutor assessment of student in class participation, For the group presentation you will (in groups of 4-5) be required to prepare a seminar to be presented to the class during Weeks 8-12. As such you will receive feedback from multiple sources throughout the unit including Self-reflection, informal feedback from your peers during in class activities and both formative and summative feedback from your Lecturer for all assessment items.

Assessment

Overview

There are three assessment items in this unit. The first is an in-class group presentation, with a subsequent question and answer session to verify learning. The second is an essay, that includes a 5 minute viva voce interview to verify authorship and learning. and the third a series of reflective journal entries submitted across the course of the unit, with relevant learning verified by tutor assessment of student in class participation.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Reflective Journal

You will be required to write and upload a total of 6 reflective journal entries based on in class experiences between weeks 1-8. Each of these entries will be between 500-700 words in length and will focus on a broad range of therapeutic models, approaches to integration, and decolonising practices, with a focus on how these relate to your emerging personal practice framework. Following week 8 you will then submit between 4-6 of these reflective journal entries, identifying 2 for Marking and feedback.  

Verification of learning regarding this assessment will be provided by tutor assessment of student in class participation and understanding of relevant topic area.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Assessment: Group Presentation

Between weeks 8-13, your small group will be required to prepare a 2-hour seminar on a nominated psychotherapeutic/counselling model. Your presentation, drawing on digital technologies for its design and delivery, will utilise experiential and dialogical approaches to facilitation that situate your nominated counselling model in terms of the scientific, social and cultural aspects of its development. In addition, you will explore the relevance of this approach with diverse client groups including Aboriginal and Torres Strait Islander populations. 

Additionally, your group will devise a role-play that highlights the contrast between your chosen approach and other major psychotherapeutic and counselling approaches, 

On completion of your group's presentation, you will engage in a debrief and Question-and-Answer session with your tutor to verifying learning. 

This is a group assessment. One mark will be provided for the group/presentation as a whole. 

This is a live in class group presentation and is not eligible for the automatic 48 hrs extension. 

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Assessment: Essay

You will be required to write a 2500-word paper on your understanding of Integrative Therapy. Your paper will include clinical examples to demonstrate your understanding.

Following the submission of your 2500-word paper you will also engage in a 5-minute interview with your marker to reflect on the concepts outlined in your paper and how they are situated within your emerging framework for counselling practice. This functions to verify your learning and authenticate authorship.  

This assignment is eligible for the 48-hour late submission period and assignment extensions.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

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

Resource Materials

Prescribed text(s)

Jones-Smith, E. (Ed.). 2012. Theories of counselling and psychotherapy: An Integrative Approach. London: Sage

Recommended text(s)

Sommers-Flanagan, J. Sommers-Flanagan, R. (2004) Counselling and Psychotherapy Theories in context and Practice: skills, strategies and techniques. Wiley.

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: Reflective Journal , Group Presentation, 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: Reflective Journal , Group Presentation, 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: Reflective Journal , Group Presentation, Essay
4. Scrutinise counselling research literature, reflected in autoethnographic professional practice experience, to develop new knowledge integral to the standards of professional counselling practice and practice innovation.
   Relates to: Reflective Journal
5. 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: Reflective Journal , Group Presentation, Essay