EDF5001 · Counselling for change and transition

Overview

This unit focuses on the analysis and application of theoretical frameworks of promoting positive change in counselling, mental health and wellbeing contexts. You will learn how to analyse the normal highs and lows of life in cognitive, behavioural and interpersonal domains and their impact on the person’s usual functionality. The evaluation of presenting issues is used to inform the development and application of a number of best-practice interventions. The unit also covers fundamental principles of stress management commonly employed by counsellors. You will learn to work collaboratively with clients in a variety of settings to facilitate the enhancement of coping skills and mental wellbeing in daily life. Through the principles of intersectionality, inclusive approaches are explored for working with diverse populations. You will analyse and integrate evidence-based frameworks to consolidate and expand your knowledge and skills in developing individualised support and promoting positive change.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. describe and integrate theoretical frameworks of positive change to develop individualised support plans
2. identify common presenting issues in various counselling settings and evaluate their impact on the person’s usual functionality
3. analyse principles of cognitive, behavioural and interpersonal change and apply them in diverse counselling settings
4. develop and apply stress management strategies and facilitate the enhancement of coping skills and mental wellbeing
5. analyse principles of sociocultural diversity and inclusion using an intersectionality framework.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. Clayton enrolment • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode B. Kaplan enrolment • 12 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities, 12 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.