PYB356 Counselling Theory and Practice 2

Unit Outline: Semester 1 2027, Kelvin Grove, Internal

Overview

This unit builds on Counselling Theory & Practice 1, with a deeper focus on the counsellor’s role in managing process and relational depth in therapeutic encounters. Students will explore how change occurs in counselling, and how values, theory, and technique interact in real time. Through experiential learning, in-tutorial skill development, and reflexive practice, students will strengthen their capacity to respond ethically and intentionally.

A decolonising stance underpins the unit, encouraging students to question how knowledge is created and applied, and to support practice that is responsive and culturally safe. Students will begin shaping their own framework for practice, grounded in personal values, theoretical insight, and emerging professional identity. Key contemporary topics will be explored, inviting students to deconstruct dominant narratives, consider alternate perspectives, and reflect on how their framework might guide their response.

Learning Outcomes

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

1. Apply an experiential learning approach to the development of self as a counsellor to ensure intentional, sustainable and ethical practice.
2. Demonstrate the skills required to manage the therapeutic process and build a therapeutic relationship in a culturally safe way.
3. Critically analyse internal and external factors that impact on clients and the counselling process and examine understandings of decoloniality through the consideration of counselling practice with Aboriginal and Torres Strait Islander people and other marginalised communities.
4. Identify a range of emerging professional issues related to Affiliation, Registration and Accountability.

Content

Learning Approaches

This unit uses an experiential learning framework to develop your understanding of the varying dimensions of the counselling process and the role of the counsellor in this context. This is accomplished in lectures and tutorials.

In tutorials, you will participate in exercises and activities designed to clarify and deepen your understanding of important concepts covered in the lectures. Attendance at tutorials will be required for successful completion of the subject and all assessment tasks.

Feedback on Learning and Assessment

Formative feedback will be provided through Tutor and peer evaluation of the use of micro skills in building a therapeutic relationship and the monitoring of group dynamics in the tutorial.

Summative feedback will take the form of a quiz, demonstration and critique, and reflective written tasks.

Assessment

Overview

This unit supports your understanding of process and relationship as central elements of the therapeutic context. You will build this understanding through active participation in tutorials, development of your reflective and analytical skills, and exploration of your emerging identity as a practitioner.

Assessment consists of three components:

• A 40% Practice and Process Analysis, where you will apply and analyse your use of theory and skills.

• A 30% Practice Portfolio, capturing your learning from skills developed across the semester, and 

• A 30% simulated job interview.

To be eligible to complete these assessments, you must attend and participate fully in the designated tutorials where skill-based activities occur. These sessions are essential for developing the material you’ll draw on in your submissions, and attendance and engagement will be monitored throughout the semester.

All written assignments must be submitted electronically and will be subject to content-matching checks.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Practice and Process Analysis

You will complete a 20-minute counselling demonstration in class, followed by a written reflection that connects theory to practice, draws on Process Map insights, and identifies growth areas.

You will submit three Process Maps based on triad roles (counsellor, client, observer) in tutorials. Each must include:

• A transcript of a key moment (verbal and non-verbal),

• Reflection on intention, impact, and learning.

Attendance and active engagement in the relevant tutorials is mandatory. These sessions form the basis of your assessment tasks. Failure to attend may result in ineligibility to complete the portfolio or demonstration components.

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: Practice Portfolio

This assessment captures your learning across the semester through a curated portfolio of tasks completed both within and outside tutorials. It focuses on reflective practice, integration of theory, and the development of professional identity.

As part of the portfolio, you will submit Conversations That Matter Reflections (x2): Based on designated tutorials. Reflections can only be submitted for sessions you attend in full.

Attendance and full participation in specified tutorials is essential, as several components are only available through in-class engagement. Completion of in-tutorial tasks is required to qualify for submission.

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.

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

Assessment: Professional interview

As part of a simulated job interview: you will participate in a 10-minute in-person interview responding to two practice-based questions drawn from a question bank.

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

This interview will be conducted in-person on QUT campuses.

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

Risk Assessment Statement

You should be aware that some content in this unit may be confronting to certain audiences. Please exercise your own discretion when participating in classroom activities or discussions and, if appropriate, advise teaching staff if you do not wish to participate. The QUT Student Counselling service is also available and free of charge to all QUT students.

Course Learning Outcomes

PY45 Bachelor of Behavioural Science (Psychology)

1. Critically examine the scientific discipline of psychological research and theories using oral, written and digital communication to address psychological issues in a respectful, ethical and professional manner.
   Relates to: Practice and Process Analysis, Practice Portfolio
2. Employ strategies for self-reflection, with regards to your conduct, values and impact on others and the profession in a culturally sensitive, inclusive, ethical and sustainable way.
   Relates to: Practice and Process Analysis, Practice Portfolio
3. Develop interpersonal process skills that contribute to effective outcomes in collaboration with others, including developing innovative opportunities.
   Relates to: Practice and Process Analysis, Practice Portfolio
4. Implement a range of digital capabilities to access, examine and utilise evidence-based information in the context of effectively responding to, and communicating, real world problems.
   Relates to: Practice and Process Analysis