Counselling in Educational Settings 1

This subject has the following teaching availabilities in 2009:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

• participate in an informed way in debate about the educator's role in the promotion of student wellbeing;
• demonstrate a critical understanding of the values implicit in counselling models used in education;
• demonstrate competence in a specific psycho-educational model of helping for educational settings;
• demonstrate increased intentionality and effectiveness in the use of interpersonal and counselling skills appropriate for educational settings;
• critically reflect upon personal and organisational assumptions and practices in the promotion of student wellbeing.

Egan, G. (2007). The Skilled Helper: A Problem Management and Opportunity Development Approach to Helping, 8th Edition. Pacific Grove, California: Brooks/Cole.

This subject is not available as a breadth subject.

• draw upon theoretical knowledge to analyse and critically reflect on their educational practice;
• select and apply advanced skills and strategies to their educational practice;
• demonstrate respect for the principles, values and ethics applying to the promotion of student wellbeing.