Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2011:Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 hours. |
Total Time Commitment: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
CoordinatorMs Vicki Mckenzie
ContactEducation Student centre
|Subject Overview:||Counselling skills are taught within a framework that reflects a person-centred model of counselling, focussing in particular on three aspects: the knowledge and skills involved in establishing an effective therapeutic relationship, the skills of assessment and goal setting, and the skill in the selection and use of action strategies. The skills of attending, minimal encouragers, open questioning, reflective listening, empathy, immediacy, challenging and summarising are covered. Participants are introduced to intervention strategies applicable once the therapeutic relationship has been established. Values and ethics are examined and students are invited to review the influence of their own values in their counselling practice. Cross-cultural issues, developmental stages and specific circumstances are considered. The mode of instruction is largely experiential, using video feedback, small and large group demonstrations, and student participation. Students are introduced to cases from the educational field, and contribute material from their own experience as appropriate. The program draws upon established psychological theory and practice supported by extensive literature. The unit lays the foundation for much of the work of the practising psychologist.|
|Objectives:||Information not available|
|Assessment:||Videotaped counselling interview (60 per cent), and a paper of 2,000 words (40 per cent).|
|Recommended Texts:||Cormier S & Nurius, P.S.(2003) Interviewing and Change Strategies for Helpers, Brooks/Cole, CA|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Links to further information:||www.education.unimelb.edu.au|
Doctor of Educational Psychology |
Master of Educational Psychology
Master of Educational Psychology/Doctor of Philosophy
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