Relationship Skills for Educators 2

Subject EDUC90630 (2015)

Note: This is an archived Handbook entry from 2015.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2015:

July, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 30-Jul-2015 to 14-Oct-2015
Assessment Period End 30-Nov-2015
Last date to Self-Enrol 14-Aug-2015
Census Date 28-Aug-2015
Last date to Withdraw without fail 16-Oct-2015

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24
Total Time Commitment:

170 hours

Study Period Commencement:
Credit Points:
Corequisites: None
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 Overview, Learning Outcomes 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 Disability Liaison website:


Ms Desma Strong


Contact Us
Call: 13 MELB (13 6352)

Subject Overview:

The application of the advanced skills, of a psycho-educational model of helping, to goal-setting, strategy development and implementation in a range of educational contexts and interactions; a study of the educational applications of cognitive rational emotive and solution focused counselling approaches; applying the process of critical reflection to the educators’ practice in the promotion of wellbeing.

Learning Outcomes:

On completion of this subject, students should be able to:

  • demonstrate the effective use of advanced helping skills related to goal-setting and strategy development and implementation in a range of educational interactions;
  • critically evaluate the relevance and efficacy of selected models of helping for educational practice;
  • demonstrate a commitment to ethical professional practice and critical reflection on the effectiveness of interventions and relationships with students, parents and colleagues.

One 5,000 word assignment (100 per cent) due end of semester.

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.

Prescribed Texts:


Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Related Course(s): Master of Education (Student Wellbeing)

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