COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 1

Introduction to the Unit

Unit overview In this unit, students develop an understanding of the historical development of the

counselling profession and an applied understanding of counselling skills. Student

learning is facilitated using relevant readings, extensive section notes in the unit

curriculum, learning activities, skills practice and self-reflection. Students’ self-awareness

of the influence of their values, attitudes and biases is fundamental in the development of

effective counselling skills.

The process of assessment and establishing the counselling relationship is introduced in

this unit. The counselling relationship is an important means of facilitating change and

growth. Understanding of the stages of counselling provides a framework for practicing

new skills. Students will learn how they can assist clients to achieve positive outcomes

and increase their self-understanding.

Foundational counselling skills are introduced in this unit. There will be opportunity for

learning through watching counselling demonstrations on YouTube and video resources

available on the library website. Learning activities provide opportunity for practice with

peers in triad groups. This is a very important part of developing counselling skills.

Unit objectives

On completion of this unit, students will be able to:

a) define counselling and identify the qualities of effective counselling relationships

b) discuss the importance for counsellors of self-awareness about beliefs, values and biases and identify how these may influence counselling relationships

c) establish a triad counselling practice group and conduct an initial counselling session, assessment of the client, and collaboratively establish goals for the session

d) define the stages of counselling and the tasks of each stage

e) develop, apply and analyse the counselling skills of reflective listening, holding, use of silence, empathy, summarising and challenging in counselling sessions

f) develop and demonstrate skills of attuning to the language and metaphors used by clients

g) identify and apply the use of open-ended and closed questions in practice sessions and role plays

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 2

Textbook

The textbook for this unit is:

Geldard D., & Geldard K. (2012). Basic personal counselling: A training manual for counsellors (7th ed.). Sydney, Australia: Pearson Australia.

Recommended readings

The twelve sections of unit curriculum direct students to readings in the online classroom for this unit. These readings are selected from journals and books that provide additional information or a different perspective on topics covered in each section. They are from a range of authorities and expand the content of this unit.

Week 2:

Crago, H., & Gardner, P. (2012). So you want to help people. In A safe place for change: Skills and capacities for counselling and psychotherapy (pp. 2-19). Melbourne, Australia: IP Communications.

Week 5:

Hackney, H., & Cormier, S. (2009). Stages and skills of counseling. In The professional counselor: A process guide to helping (6th ed., pp. 41–63). Boston, MA: Pearson

Education.

Week 6:

Harms, L. (2007). Establishing a good working relationship. In Working with people: Communication skills for reflective practice (pp. 109–125). Sydney, Australia: Oxford Press.

Week 7:

Nelson-Jones, R. (2009). Understanding the internal frame of reference. In Introduction to counselling skills: Text and activities (3rd ed., pp. 51–57). London, England: Sage.

Crago, H., & Gardner, P. (2012). Being there: Developing the capacity for holding. In A safe place for change (pp. 20–49). Melbourne, Australia: IP Communications.

Week 8:

Gerdes, K., & Segal, E. (2001). Importance of empathy for social work practice: Integrating new science. Social Work, 56(2), 141–148.

Week 10:

Harms, L. (2007). Establishing the story. In Working with people: Communication skills for reflective practice. (pp. 129-150). Sydney, Australia: Pearsons Australia.

Week 11:

De Jong, P., & Berg, I. K. (2001). Co-constructing cooperation with mandated clients. Social Work, 46(4), 361-374.

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 3

Studying for this unit

This unit is offered via on-campus or blended delivery.

For on-campus delivery, students attend one three-hour class per week for this unit across the 12 weeks of term.

For blended delivery, students attend one two-day workshop and four synchronous (real time) learning sessions, in combination with online learning and activities.

Blended learning is a coherent design approach that integrates the strengths of face to face and online learning to address worthwhile educational goals (Garrison & Vaughan, 2008, p. viii). Fundamentally, course delivery using blended learning presents advantages in the variety of available learning activities, opportunities for student engagement and increased flexibility for students. The application of the blended learning approach allows students to engage in both synchronous and asynchronous learning, and provides flexibility in time and place of learning. Students will participate in individual and group study, undertake research and interact with their lecturers and other students.

The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.

In general students are expected to:

read each section of the unit carefully and make notes new content, and points that are unclear, or in conflict with previous learning or experience

complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to your assignments

There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which have no right or wrong answers, but are used to trigger critical thinking.

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 4

Attendance requirements

Attendance requirements ensure that students in PACFA-accredited courses meet their training requirements, and that learning outcomes are met for all units offered by the School of Counselling.

On-campus attendance requirements for counselling units (for students enrolled in this unit on campus)

Students are required to maintain at least 80% attendance for on-campus counselling units in order to pass enrolled units. This means that students cannot miss more than 2.5 classes in a term.

Blended delivery attendance requirements (for students enrolled in this unit through BD)

Students are required to maintain at least 80% attendance for the “real-time” components of blended delivery study, specifically attendance online for four synchronous sessions using BlackBoard Collaborate or zoom and a two-day on-campus workshop per unit, in order to pass enrolled units.

80% Attendance in Blended delivery units is calculated by a combination of synchronous sessions and the workshop sessions, i.e. 2 day workshops and 4 synchronous sessions

The 2 day workshops comprise of three discrete sessions: morning, afternoon and evening sessions on each day. If students miss any part of the workshops, exemption from the policy will be based on the course convenors discretion.

Learning activities

Learning activities are set in each section of the unit to give opportunities for further learning. They are designed to help students think through and practice the specific skills and general concepts presented in this unit. They do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not completing the activities.

In studying this unit, students will need to maintain a learning journal for completing the activities. To structure the learning journal, set aside space for:

completing a glossary of new terminology and concepts introduced in this unit

notes on unit content and readings

answers to learning activities

draft assessments.

Students can also keep a record of their activities electronically.

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 5

Self-assessment

There are self-assessment questions at the end of each section to test students’ understanding of the section’s content. Try to recall the answers to these questions unaided. Write down answers from memory before going back to review the relevant material in the section. Some of the questions require more than simple recall. Some will require synthesising separate issues or different pieces of information. Real learning is not just remembering the reading. It involves owning this knowledge by:

reflecting

questioning

relating theory to personal experience

integrating a number of readings on a particular topic or concept

re-stating readings in your own words.

Assignments

The assignments for this unit are carefully set so they develop from and support the key

concepts and skills of the unit.

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 6

Contents

Section 1: What is Counselling?

Section 2: Self Awareness in Counselling

Section 3: Attitudes and Values

Section 4: The Therapeutic Dialogue

Section 5: The Counselling Process

Section 6: The First Session

Section 7: Listening, Silence and Holding

Section 8: Accurate Empathy and Responding

Section 9: Summarising and Language and Metaphor

Section 10: Questions and Common Mistakes in Counselling

Section 11: Timing and Closure

Section 12: Combining Skills and Process

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 7

Assignment summary Please ensure you keep copies of all assignments submitted for this unit.

Assignment type Weight Word count

Date due Alignment with learning outcomes

Assignment 1:

Academic Essay

50% 1500 words

Week 7 a) define counselling and analyse the qualities of effective counselling relationships

b) develop self-awareness about beliefs, values and biases and identify how these may influence counselling relationships

d) define the stages of counselling and practice the tasks of each stage

e) develop, apply and critically evaluate the counselling skills of reflective listening, holding, use of silence, empathy, summarising and challenging in counselling sessions

g) identify and demonstrate the use of open-ended and closed questions in practice sessions and role plays

Assignment 2:

Learning Journal

50% Learning Journal: 200 words per week (11 weeks)

Summary: 300 words

Total word length:

Week 12 c) establish a triad practice group and conduct an initial counselling session, assessment of the client, and collaboratively establish goals for the session

e) develop, apply and critically evaluate the counselling skills of reflective listening, holding, use of silence, empathy, summarising

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 8

2500 words

and challenging in counselling sessions

f) develop and apply skills of attuning to the language and metaphors used by clients

g) identify and demonstrate the use of open-ended and closed questions in practice sessions and role plays

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 9

Assignment 1

Assignment Type Weighting Word Count Date Due

Academic Essay 50% 1500 words Week 7

Purpose:

This assessment provides students with the opportunity of watching and analysing a counselling session, to enhance their understanding of how the counselling relationship is developed in the beginning stages, and the counsellor’s use of counselling skills.

Process:

Watch the full 13 minute video clip from the Counselling and Therapy In Video (CTIV) series:

Counselling Therapies Session 1: Person Centered Therapy

Write an essay analysing three skills used by the counsellor in this person-centered therapy session. Include verbatim examples from the session to illustrate how skills were used to form the counselling alliance and establish rapport with the client.

Your essay should include:

an appropriate introduction that clearly articulates the topic

a brief summary of the counselling session

accurate identification and definition of three skills used by the counsellor

verbatim examples illustrating how the selected skills were used to form the counselling relationship and to establish rapport between the client and the counsellor

analysis of the outcomes of the counselling session

appropriate conclusion provided that summarises the key findings/ideas

Make reference to readings from this unit to define counselling concepts and support the essay.

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 10

Marking Criteria

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Content

1. A brief summary of the counselling session is provided

2. Accurate identification of three skills used by the counsellor

3. Verbatim examples illustrating how the selected skills were used to form the counselling relationship and establish

rapport with the client

4. Analysis of the outcomes of counselling

5. Use of five academic references from this unit to define concepts and support the essay

Structure, Presentation and Referencing

6. Clear and logical presentation which includes introduction and conclusion

7. Appropriate introduction provided that clearly articulates the topic

8. Main ideas clearly and logically presented

9. Appropriate conclusion provided that summarises the key findings/ideas

10. Academic writing style is used, including correct spelling, grammar and punctuation

11. Word count is within + or - 10% of requirement

12. In-text referencing and reference list follows APA referencing style (6th ed.) as set out in the Academic Skills Guide (minimum four references)

Total mark:

Weighted scale:

Grade:

/100

/50

Comments:

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 11

Assignment 2

Assignment Type Weighting Word Count Due Date

Learning Journal 50 % 200 words per week

(11 weeks) 300 words summary Total word length:

2500

Week 12

Purpose:

The purpose of this assessment is to provide students with an opportunity to document and reflect on their learning journey through the unit and their developing competence in applying counselling skills appropriately in a range of contexts, including triad practice groups.

Process:

Keep a learning journal throughout the term, commencing in Week 2, in which you document and reflect on your progress in learning and applying the counselling skills covered in this unit in a range of circumstances and contexts.

You may write more than is required throughout the term, and then for submission condense each weekly entry into 200 words. You are likely to produce a better quality learning journal by writing freely and then editing the journal for submission towards the end of term.

Particular emphasis should be placed on your use of the following counselling skills:

self-awareness and self-reflection

establishing rapport

assessment skills for first sessions

transitioning between stages in the counselling process

reflective listening and summarising

silence and holding

accurate empathy

use of open and closed questions

Your journal should include:

an entry for each week of term, commencing Week 2 (200 words x 11 weeks = 2,200 words )

identification and definition of the key skills used, drawing on unit readings, and a description of how they were applied

verbatim examples of counselling skills practice in triads (what you and the client said), and feedback from the observer

use of self-reflection to analyse the implementation of counselling skills, for example, examples of how the ‘client’ responded.

Reflection on changes in the competent use of counselling skills over the term

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 12

reference to relevant counselling concepts and unit readings, linking your ideas to theory discussed in the unit

finally, an overarching summary of the learning journal, including an evaluation of the overall experience of applying counselling skills in practice (300 words)

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 13

Marking Criteria

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Content

1. Use of counselling skills in triads described and defined accurately in journal entries, with verbatim examples

2. Self-reflection on how well counselling skills were applied

3. Verbatim examples of effective and ineffective application of counselling skills, including feedback from the observer

in triads

4. Reflection on your development of counselling skills over the term

5. Reference to relevant counselling concepts and unit readings

6. Overarching summary of learning journal (300 words)

Structure, Presentation and Referencing

7. Eleven weekly journal entries documented

8. Main ideas clearly and logically presented and relevant counselling literature used accurately

9. Academic writing style is used, including correct spelling, grammar and punctuation

10. Presentation guidelines followed as specified in the Academic Skills Guide and first and third person writing style is used

11. Word count is within + or - 10% of requirement

12. In-text referencing and reference list follows APA referencing style (6th ed.) as set out in the Academic Skills Guide

Total mark:

Weighted scale:

Grade:

/100

/50

Comments:

COUN1001 Counselling Skills – Trimester 1 2015

Unit Overview 14

Assignment support and information

Important and valuable information about completing your assignments can be found in the following places:

Academic skills guide – found in the ‘Student Resources’ section of my.acap

Study skills guide – found in the ‘Student Resources’ section of my.acap

The ‘Learning Support’ section of the ‘Current Students’ page of the ACAP website

All assignments are to be submitted online through the online classroom for this unit. You can find more information on the assignment process on the ‘Assessment Information’ section of the ‘Current Students’ part of the ACAP website.

How to apply for an extension:

Extensions may be granted to students who have unforeseen circumstances. The policy and process for student extensions can be found here:

http://www.acap.edu.au/assets/CurrentStudents/Managing-My-Course/A-Z-Policies/Assessment-Extension-Policy-v1.1.pdf

Students can request a one week extension from their academic teacher in the case of unforeseen circumstances. Longer extensions may be requested via AccessAbility or the program delivery team in your state.