Level: 100 level core / elective
Credit points: 6
Pre-requisites: None

Unit Description:

This unit introduces students to the principles and effective processes for developing personal and professional self-awareness in counselling. Students engage in an analysis of the characteristics of self and influences on effective counselling processes and practices. Students appraise practices, processes and systemic barriers that have the potential to influence personal and professional growth and development in the counselling profession. Students develop a knowledge base to assist them plan for sustainable mental health and wellness in the counselling profession.

Learning Outcomes:

On completion of this unit students should be able to:

a. Outline the principles and effective processes for developing personal and professional self-awareness in counselling

b. Analyse the characteristics of self and influences on effective counselling processes and practices

c. Appraise practices, processes and systemic barriers on personal and professional development in the counselling profession

d. Plan for sustainable mental health and wellness in the counselling profession

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 100 level core
Credit points: 6
Prerequisites: None

Unit Description:

This unit introduces students to mental health literacy inclusive of programs, strategies, interventions and information for individuals of diverse backgrounds. Students demonstrate their developing mental health literacy through effectively communicating using different modalities. Analysing evidence- informed, practice-based contemporary issues of mental health for diverse individuals and diverse groups, students critically reflect on the core stages of mental health – prevention, early intervention and intervention.

Learning Outcomes:

On completion of this unit students should be able to:

a. Execute foundational interpretation of mental health literacy inclusive of programs, strategies, interventions and information for individuals of diverse backgrounds

b. Critically reflect on the core stages of mental health – prevention, early intervention and intervention

c. Analyse evidence-informed, practice-based contemporary issues of mental health for individuals of diverse backgrounds

d. Demonstrate a developing mental health literacy using different modalities

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 100 level core

Credit points: 6

Mode of delivery: On-campus and online

Pre-requisites: None

Unit Description

This is the first of three inquiry-driven, multidisciplinary units in our undergraduate courses, which build upon one another to introduce key academic skills and an understanding of critical concepts relevant to the professions and careers into which our graduates progress. It will introduce you to higher education study, including key knowledge about the nature of higher education and how to navigate it successfully. It will help you develop critical thinking and communication skills, including reading and evaluating sources of information, summarising them effectively, and communicating your understanding to others. We will examine interactions between our own and others’ personal cultural identities, how they shape our experience of relationships personally and professionally, and their implications for future study and career. Finally, it will ensure that you understand the concept of cultural safety both as it applies to higher education and the workplace. The unit lays the groundwork for all of your future studies and will help you understand both yourself and others better.

Learning outcomes:

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

a. Identify, summarise and communicate concepts from credible sources of information

b. Explain the role of culture, cultural identity and cultural influence in higher education and professional practice

c. Evaluate and apply theories and evidence related to culturally safe practices in professional practice

Unit workload:

The workload for this unit is 10 hours per week.

Textbook

The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: https://www.acap.edu.au/student-resources/student-central-your-studies/textbooks-and-course-materials/

Academic misconduct

Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer

Unit information may be subject to change prior to the teaching trimester commencing. Once term has commenced please review the Unit Outline in your class space to ensure your trimester study plan is correct.

Level: 100 level core

Credit points: 6

Pre-requisites: MULT1015 Applications in Context

Mode of delivery: On-campus and online

Unit Description:

Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the four disciplines in the college to develop three integrative units that are core to first-year undergraduate courses and a postgraduate course. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession.

This unit introduces the student to academic skills and reflective writing practices. The unit develops the student’s understanding of ethical practice across multiple disciplines. The human rights framework in Australia and its relation to ethics and ethical behaviour in professional practice is also explored.

Learning outcomes:

Unit workload:

The workload for this unit is 10 hours per week.

Level: 100 level core
Credit points: 6

Pre-requisites: COUN1211 Professional Reflection and Self-Care, COUN1221 Mental Health and Wellness

Co-requisites: COUN1251 Counselling Theory
Unit Description:

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.

Learning Outcomes:

On completion of this unit students should be able to:

a. Describe ethical principles and processes for multicultural counselling and interviewing

b. Discuss counsellor receptiveness to the client’s unique worldview

c. Demonstrate foundational counselling and interviewing microskills to conduct a full session using only listening skills

d. Demonstrate self-awareness, openness to learn, and the receptivity to receive and implement feedback for microskill development

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 100 level core

Credit Points: 6

Pre-requisites: MULT1015 Applications in Context
Mode of delivery: On-campus and online

Unit description:

Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the 4 Disciplines in the College to develop three integrative units that are core to first-year Undergraduate courses. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession/vocation.

This unit will introduce students the issues of sustainability on a personal, professional and community level. We will examine individual and group practices that can meet the needs of current generations without compromising our or future generations ability to meet their own needs through a transdisciplinary perspective. This will encompass evidence-based approaches to promoting sustainability in the context of study, professional work and within our communities. The unit provides students with an opportunity to explore, analyse and reflect on the contribution of human behaviour to the sustainability of individuals and communities, and apply this to their personal, educational and future professional lives.

Please note: There are slightly different expectations in MULT1035 for Graduate Certificate of Psychological (GCPS) Science students. If you are enrolled in the Graduate Certificate of Psychology there are modified versions of Learning Outcome [c], the Assessment 1b rubric, and the Assessment 2 rubric in the relevant sections below. If you are not enrolled in the Graduate Certificate of Psychological Science, you can ignore these sections.

Learning outcomes:

Unit workload

The workload for this unit is 10 hours per week.

Level: 100 level core
Credit points: 6

Pre-requisites: COUN1211 Professional Reflection and Self-Care, COUN1221 Mental Health and Wellness

Co-Requisites: COUN1231 Counselling Skills Training 1

Unit Description:

This unit introduces students to foundational theories of counselling practice. Students develop their knowledge and understanding of counselling as they differentiate, describe and apply counselling theories within specific contexts for diverse client presentations. Students begin working these theories into their own personal theory of counselling as they critically reflect on theories of choice and divergence from their own frames of reference.

Learning Outcomes:

On completion of this unit students should be able to:

a. Describe the purpose of theories in the counselling and career counselling process

b. Apply counselling theories for diverse client presentations

c. Articulate the differentiations between counselling theories

d. Critically reflect on counsellor theories of choice and divergence from own theoretical frames of reference

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 100 level core
Credit points: 6

Pre-requisites: COUN1211 Professional Reflection and Self-Care, COUN1221 Mental Health and Wellness, MULT1025 Professions and Society

Unit Description:

This unit introduces students to the principles of ethical-informed trauma counselling. Students learn to identify a range of traumatic triggers and indicators of trauma responses relevant for individuals of diverse backgrounds. Assessment tools for trauma related presentations are outlined and contemporary evidence-based and practice-based approaches to specific populations in response to trauma informed practice are analysed. Vicarious trauma and compassion fatigue are discussed as students critically reflect on potential impacts of working with trauma on the self of the counsellor.

Learning Outcomes:

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

a. Outline the principles of ethical-informed trauma counselling

b. Identify a range of indicators of trauma responses for individuals of diverse backgrounds

c. Outline assessment tools for trauma related presentations

d. Analyse contemporary evidence-based and practice-based approaches to trauma informed practice

e. Critically reflect on the impacts of working with trauma on the self of the counsellor

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Pre-requisites: All level 100 units

Unit Description:

This unit introduces student counsellors to cutting edge neuroscience in relation to trauma and mental health. Critical evaluation of the dominant counselling models of the early 20th Century enables students to develop an understanding of the connection between mind/body health and the development of interpersonal relationships, resilience and self-esteem. Critically analysing the counselling process through the lens of neuroscience students learn new approaches for facilitating neural development and integrating basic aspects of neuroscience with counselling skills.

Learning Outcomes:

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

a. Explain current neuroscience in relation to trauma and mental health

b. Describe the links between mind/body health and the development of interpersonal relationships, resilience and self esteem

c. Critically analyses the counselling process through the lens of neuroscience to foster a foundation upon which to build a coherent and effective integrational model of therapy

d. Critically evaluate the dominant counselling models of the early 20th Century and how these have developed over the course of time due to greater understanding of the mind/body connection

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: All level 100 units

Unit Description:

This unit draws on a knowledge base of development across the lifespan in order to critically investigate and evaluate factors contributing to typical and atypical human behaviour. Students use a combination of lifespan theories and case studies to develop critical knowledge and understanding of issues specific to typical and atypical human development, applying this knowledge to the counselling field.

Learning Outcomes:

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

a. Describe developmental characteristics in children, adolescents, adults and the elderly, along with how these impact on various stages of development

b. Define and recognise a range of typical and atypical behaviours and apply this knowledge to the counselling field

c. Evaluate factors contributing to typical and atypical development across the lifespan

d. Use developmental lifespan theories as a lens for understanding human development

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Pre-requisites: All level 100 units

Unit Description:

This unit introduces student counsellors to ethical and professional processes and practices of grief and loss counselling with diverse individuals. Students critique contemporary approaches to grief and loss, grief and loss theories and models in counselling. Skilled application of grief and loss counselling interventions are matched to a range of client presentations across the lifespan. Counsellor self-care is considered for student counsellors working with varying experiences and expressions of grief and loss.

Learning Outcomes:

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

a. Critically evaluate theories, models and contemporary approaches of grief and loss counselling

b. Skilfully apply grief and loss counselling interventions, matched to client presentations

c. Identify ethical and professional aspects of grief and loss counselling practice for individuals of diverse backgrounds

d. Explain varying experiences and expressions of grief and mourning and the influence of personal, family, social and cultural contexts

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Pre-requisites: All level 100 units, COUN2211 Counselling and Neuroscience

Unit Description:

Building upon the basic microskills of counselling taught in the Counselling Skills Training 1 Unit, students will develop knowledge and skills to a positive wellness orientation into counselling practice. Building on the basic listening sequence, students practice and demonstrate focusing and empathetic confrontation skills, reflection of meaning and reframing. Responding to cultural diversity in counselling practice, students develop an awareness of the purpose and range of psychoeducation in counselling. Reflecting on professional identity, students conduct a self-audit of their counselling skills, including identifying strengths and areas for future professional development.

Learning Outcomes:

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

a. Outline humanistic-existential and technical components of counsellors in the developmental / wellness approach to counselling practice

b. Critically appraise of the three-stage problem management process framework

c. Demonstrate the application of microskills in creating opportunities for establishing counselling objectives and for problem resolution

d. Conduct a self-audit of humanistic – existential and microskills approach to create movement for clients of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: All level 100 units

Unit Description:

This unit develops student counsellors knowledge of different mental health conditions, their symptoms and evidence-based treatment approaches for clients of diverse backgrounds. Students explore the application of mental health policy, processes and approaches from a legal and ethical perspective. Mental health theory is interrogated through foundational application of mental health case formulation. Students engage with critical reflection as they develop an integrated understanding of theoretical knowledge of mental health and wellness practice.

Learning Outcomes:

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

a. Apply mental health policy, processes and approaches from a legal and ethical perspective

b. Critically evaluate and apply mental health case formulation clients of diverse backgrounds

c. Explain different mental health conditions, their symptoms and evidence-based treatment approaches

d. Critically reflect and integrate the theoretical knowledge of mental health and wellness practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Pre-requisites: All level 100 units

Unit Description:

This unit further progresses student counsellors’ critical analysis of theories and models of trauma informed counselling for clients of diverse backgrounds. Students examine the application of trauma informed care to distinct types of trauma. They learn how to recognise and assess a range of trauma symptoms and triggers; and explore available assessments according to professional level qualifications. Within the ethical and legal framework of trauma informed practice, skills and intervention techniques are scrutinised.

Learning Outcomes:

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

a. Critically reflect on ethical and legal issue in trauma informed practice

b. Recognise and assess a range of trauma symptoms and triggers

c. Critically analyse theories and models of trauma informed counselling for clients of diverse backgrounds

d. Evaluate trauma informed interventions techniques for usefulness and effectiveness

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Pre-requisites: All Level 100 units

Unit Description:

This unit introduces student counsellors to contemporary applications of group work. Students will learn the function of key elements of group structure, process and dynamics as well as adult learning principles, communication skills and group work techniques for systematic group facilitation. Students will use case studies to analyse group dynamics, probable causes of dysfunction, stages of a group’s development, group member functions, power dynamics and leader interventions and their outcomes. Students will consider the purposes, missions and formats of group work in light of ethical codes of engagement. Self-reflection and evaluation processes are incorporated to foster effective professional development for student counsellors.

Learning Outcomes:

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

a. Apply group theory to working with groups in counselling

b. Critically appraise the complexities of ethical and professional issues in group counselling

c. Demonstrate and analyse the stages of group structure and process in group counselling

d. Provide an overview of diversity issues in group counselling practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: 

• All Level 100 units
• COUN2221 Counselling Skills Training 2
• COUN2261 Advanced Mental Health and Wellness

Unit Description:

This unit provides student counsellors the opportunity to work towards the integration of course content and practice through critical reflection and evaluation on professional learning, personal development and the counselling profession. Linked to their professional development as a counsellor, students work as an individual and a team member, planning a 50-hour professional service-learning project during the trimester. Contributing to and learning from diverse individuals within communities during their service-learning placement, students critically and professionally reflect on their service-learning project, identifying achievements and challenges of service learning for sustainable community development. This 50-hours service-learning project contributes to the mandatory 340 hours of experiential training for the Australian Counselling Association accreditation.

Learning Outcomes:

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

a. Critically reflect and evaluate professional learning, personal development and the counselling profession

b. Effectively and critically plan for professional contributions to sustainable communities

c. Professionally contribute to sustainable community development as an individual and team member

d. Enhance personal and professional development through contributing to and learning from diverse individuals within communities

d. Critically and professionally reflect on contributions to sustainable communities

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core / elective
Credit points: 6
Pre-requisites: All level 100 units, all level 200 units

Unit Description:

This unit assures student counsellors interrogation of contemporary counselling paradigms and research. Students identify and deliberate on ethical and professional issues in applying contemporary counselling approaches in practice. The evidence base and theoretically philosophy of contemporary counselling orientations is critically evaluated. Students critical reflect on developing competencies with the effective enactment of contemporary counselling approaches with clients of diverse backgrounds.

Learning Outcomes:

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

a. Interrogate contemporary counselling paradigms and research

b. Critically evaluate the evidence base of contemporary counselling orientations

c. Identify ethical and professional issues in applying contemporary counselling approaches in practice

e. Critically reflect on skills and knowledge required for contemporary counselling approaches

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Pre-requisites: All level 100 units, all level 200 units

Unit Description:

This unit assures student counsellors’ critical appraisal of culture and context underpinning counselling practice. Students further build their counselling skill repertoire, developing and practicing counselling skills and techniques appropriate for diverse clients presenting with complex and challenging issues. Striving to adapt counselling theories to the diverse client context, students conduct a self-audit, with integrating counselling theories, counselling skills and techniques across specific contexts in creating client movement toward agreed-upon objectives and problem – and opportunities – resolution. Throughout this process, students deepen their knowledge, understanding and skills with the interpersonal process approach to counselling.

Learning Outcomes:

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

a. Critically analyse culture and context through the case conceptualisation process

b. Demonstrate and analyse counselling skills and techniques applicable to diverse client cultural contexts

c. Conduct a self-audit, integrating counselling theories, skills and techniques across specific contexts in helping to create movement for clients of diverse backgrounds

d. Critically appraise the interpersonal process approach in counselling practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 Core or 300 Elective (Minor in Coaching)
Credit points: 6
Prerequisites: All Level 100 and all Level 200 units

Unit Description:

This unit introduces student counsellors to counselling children and young people. Key theories of development pertinent to children and adolescents are presented in consideration of legal and ethical frameworks. A systems perspective for assessment of children and young people in their family, social and cultural contexts will be presented. Students will develop skills in a range of therapeutic interventions and critically compare approaches in terms of their effectiveness, the role of the client, and outcomes when working in culturally sensitive ways. Students engage with contemporary therapeutic approaches when working with children and young people, using e-therapy, telephone counselling and integrative modalities.

Learning Outcomes:

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

a. Comprehend and critically evaluate of ethical guidelines and legal considerations when working with children and young people

b. Critically appraise counselling theories relevant to children and youth

c. Identify and differentiate counselling techniques appropriate for children and youth of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Prerequisites: 

Bachelor of Counselling students:

• All Level 100 and 200 units
• COUN3211 Contemporary Counselling Orientations and Research
• COUN3231 Counselling Skills Training 3
• COUN3251 Counselling Children and Youth

Bachelor of Psychological Science and Counselling students:

• All Level 100 and 200 multidisciplinary and counselling core units
• COUN3211 Contemporary Counselling Orientations and Research
• COUN3231 Counselling Skills Training 3

Bachelor of Counselling (Coaching) students:

• All Level 100 Multidisciplinary and Counselling Core Units
• Level 200 Counselling Core Units
• COUN3211 Contemporary Counselling Orientations and Research

Unit Description:

This unit is designed to meet the accreditation requirements of the Australian Counselling Association (ACA) and the Psychotherapy and Counselling Federation of Australia (PACFA). Field base placement units support the student counsellor to develop the skills essential for ethical counselling practice. It is when learning across the three years of the Bachelor of Counselling degree comes together in real counselling contexts.

In preparation for placement, students attend a 16 Hour Online pre-placement Workshop available before the start of Placement. This workshop is delivered by online webinar.

The ACAP small group clinical supervision component of this unit provides student counsellors the opportunity to critically reflect on their counselling practice to facilitate and consolidate skill development and refine counsellor professional identity. Students appraise and exercise ethical thinking and ethical decision-making in counselling practice and in group supervision. They analyse complex client presentations, practice case conceptualisation and case formulation, apply counselling theories, skills and interventions to practice with diverse clients in placement agencies. Students engage in ongoing critical reflection on issues relevant to their placement and the focus / content of clinical supervision.

Learning Outcomes:

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

a. Demonstrate effective engagement in group supervision and placement, developing self-awareness and critical reflection through effective application of feedback

b. Apply theoretical knowledge and counselling skills to practice with clients in a counselling agency

c. Demonstrate ethical thinking and decision-making in counselling practice, with respect for the rights and autonomy of clients and therapeutic boundaries

d. Demonstrate competency in the application of counselling skills and interventions for diverse client cases in counselling practice and in supervision

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Prerequisites: 

• All Level 100 and all Level 200 units
• COUN3211 Contemporary Counselling Orientations and Research
• COUN3231 Counselling Skills Training 3
• COUN3251 Counselling Children and Youth

Unit Description:

This unit assures student counsellors develop an appreciation of the development of counselling theories over the past 100 years, identifying significant current developments including the movement toward theoretical integration. Students analyse the relationship between scientific metatheories and psychotherapy integration. Current understanding of Common Factors across theories of counselling and psychotherapy are considered and different approaches to operationalising the Common Factors of psychotherapy are examined. Students ponder the relevance of the ‘specific ingredients’ argument in psychotherapy and critically reflect on their own emerging approach to integrative counselling practice.

Learning Outcomes:

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

a. Appreciate the development of counselling theories over the past 100 years and identify significant current developments

b. Analyse the relationship between scientific metatheories and psychotherapy integration

c. Examine different approaches to operationalising the Common Factors of psychotherapy

d. Explore the relevance of the ‘specific ingredients’ argument in psychotherapy

e. Reflect on one’s own emerging approach to integrative practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Prerequisites: COUN3311 Work Placement, Experience and Supervision 1

Unit Description:

This is the second work placement, experience and supervision unit. The purpose and learning objectives are the same as the Work Placement, Experience and Supervision 1 unit. This unit is designed to meet the accreditation requirements of the Australian Counselling Association (ACA) and the Psychotherapy and Counselling Federation of Australia (PACFA). Field base placement units support the student counsellor to develop the skills essential for ethical counselling practice. It is when learning across the three years of the Bachelor of Counselling degree comes together in real counselling contexts.

The ACAP small group clinical supervision component of this unit provides student counsellors the opportunity to critically reflect on their counselling practice to facilitate and consolidate skill development, and counsellor professional identity. Students appraise and exercise ethical thinking and ethical decision-making in counselling practice and in group supervision. They analyse complex client presentations, practice case conceptualisation and case formulation, apply counselling theories, skills and interventions to practice with diverse clients in placement agencies. Students engage in ongoing critically reflection on issues relevant to their placement and the focus / content of clinical supervision.

Learning Outcomes:

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

a. Demonstrate professional engagement in group supervision and placement, practicing self-awareness and critical reflection through critical application of feedback

b. Critically apply theoretical knowledge and counselling skills to practice with clients in a counselling agency

c. Critically appraise and exercise ethical thinking and decision-making in counselling practice, with clients of diverse backgrounds

d. Apply counselling theory, skills and interventions for diverse client cases in counselling practice in supervision

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Prerequisites: All Level 100 and Level 200 units

Unit Description:

This unit introduces student counsellors to ethical and legal issues of significance that shape family counselling and relationship counselling practice. Developing knowledge and skills for family counselling and relationship counselling, students critically evaluate the research evidence associated with various forms of family counselling and relationship counselling. Theoretical approaches are scrutinised as is the application of counselling skills and processes for family counselling and relationship counselling.

Learning Outcomes:

On completion of this unit students should be able to:

a. Identify ethical and legal aspects of family and relationship counselling practice for clients of diverse backgrounds

b. Explain and critically evaluate theoretical approaches for family and relationship counselling

c. Critically appraise the application of counselling skills and processes for family and relationship counselling

d. Explain evidence based reflective practices when working with family and relationship counselling

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, all Level 200 units

Unit Description:

In this unit student counsellors will become familiar with the impact of crisis on individuals and on diverse individuals and diverse groups of individuals. The unit will provide opportunity for students to learn about philosophies, processes, strategies and microskills for crisis counselling. Students will engage with models of crisis counselling, assessment tools and appropriate skills and interventions for crisis counselling. Specific groups of people who face crisis are presented including those experiencing developmental crisis, cultural crisis, loss due to a disability crisis, personal victimisation crisis and those experiencing natural disasters. In the field of crisis and trauma counselling there are major legal and ethical issues for counsellors to consider as well as awareness and management of self care. The unit will provide opportunity to grow in knowledge and skills in caring for clients in crisis with mental health supports and psychoeducation post crisis. The unit will also assist students to reflect on their skill level and to refer to specialist services when appropriate.

Learning Outcomes:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, all Level 200 units

Unit Description:

In this unit, student counsellors are introduced to the principles of positive psychology. Students will learn how positive psychology emerged as a study of what makes people happy and well. Students will be guided in critically evaluating the theories, techniques and evidence-base of positive psychology. It will assist students to develop an in-depth understanding of the range of positive psychology interventions to strengthen optimism, resilience and self-esteem to enhance the wellbeing of clients of diverse backgrounds. Students will gain an understanding of how positive psychology is implicated beyond the individual to communities and institutions.

Learning Outcomes:

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

a. Classify and apply key theories and techniques of positive psychology

b. Critically evaluate the theories, techniques and evidence-base of positive psychology

c. Critically appraise positive psychology techniques to enhance wellbeing

d. Integrate positive psychology techniques to enhance mental health and wellbeing for individuals of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 and all Level 200 units

Unit Description:

This unit introduces a framework for addictive behaviours counselling by providing an overview of counselling approaches in this complex field. Student counsellors will learn professional and ethical issues specific to addiction counselling and develop skills in assessment and referral, intervention planning for a range of client presentations, and relapse prevention. An understanding of the impacts of addictive behaviours on clients of diverse backgrounds and their families. Students will engage with harm minimisation and abstinence models of change. Principles for working with involuntary clients and clients with concurrent conditions are also presented. The areas of professional practice for counsellors working with clients who present with substance use, abuse and dependency issues and counsellors, foster boundaries and self-care, are addressed. Throughout this unit, students will be encouraged to reflect on their personal values and attitudes towards substance abuse, which will influence counselling practice in the field of addictive behaviour.

Learning Outcomes:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.