Relationship Skills for Educators 1

This subject has the following teaching availabilities in 2016:

170 hours

For students not enrolled in the Master of Education (Student Wellbeing) the permission of the course coordinator Master of Education (Student Wellbeing) is required in order to enrol in this subject.

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

A study of the educator's role in the promotion of student wellbeing; and student support issues, controversies and role boundaries; research on effective helping; a psycho-educational model of helping for educators; interpersonal communication and counselling - goals, assumptions and critique; personal values and professional accountability in helping in educational settings; selected psychological theories relevant to helping in educational settings.

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

• participate in an informed way in debate about the educator's role in the promotion of student wellbeing;
• demonstrate understanding of the theories, research and values underlying helping models used in education;
• demonstrate increased intentionality and effectiveness in the use of interpersonal and counselling skills appropriate for educational settings;
• demonstrate competence in a specific psycho-educational model of helping with a critical awareness of appropriate ethical practice and role boundaries for educators.

One reflective task of 1,000 words (20 per cent) and one 4,000 word assignment (80 per cent), due mid semester and end of semester.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

None

This subject is not available as a breadth subject.