最新糖心Vlog

Course Coordinators:

Ann Ibrahim
Lecturer, School of Public Health
Phone:08 8313 4999
Email: ann.ibrahim@adelaide.edu.au 

Becky Wood
Email: r.wood@adelaide.edu.au 

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

Timetable details are located on MyUni.

1	Demonstrate an understanding of core counselling skills and concepts consistent with a Person-Centred approach
2	Competently use the skills of attending, observing, listening, and responding appropriately during a counsellor-client consultation
3	Critically reflect upon personal values and counsellor attributes
4	Discriminate and rate the different levels of effective and ineffective responses accurately, and discern unhelpful or inappropriate counselling behaviours
5	Manage a genuine client issue and provide a series of effective responses (in accordance with the criteria to be detailed in class)
6	Critique and evaluate one’s own counselling responses and set goals for improvement.

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2022). Intentional interviewing and counselling: Facilitating client development in a multicultural society. (10th ed.). Cengage Learning.

A list of current recommended resources can be found on the MyUni website for this course.

3.3.1 MyUni
All students enrolled in a postgraduate coursework program have access to a Postgraduate Coursework Student Centre on MyUni. This course is available on MyUni at www.adelaide.edu.au/myuni/.
Please check the website regularly as it may contain announcements that are relevant to your study in the course. If you would like the opportunity to network with other students, you can use the Communication features in the site:
Discussion Board – Users can post discussion items and reply to other posts. Note: If you would like to have a specific Discussion Board Forum created, please send your request to mark.pearson@adelaide.edu.au
Send Email – This feature enables users to send email to fellow students.
Group Pages – Groups enable Users to collaborate with each other. Groups usually consist of a smaller group of Users in a course or organisation, such as study groups or project groups. From a Group Page, users may send email, exchange files, enter discussion forums or enter collaboration sessions.  Note: Only members of a particular Group can access the Group communication features (discussion forums, email, etc.). If you would like to have a specific Group Page created, please send your request to greg.smith@adelaide.edu.au. For example, Group Pages can be created to include students living in the same geographical area or students working for the same organisation.
Please note that you also have access to individual MyUni sites for EACH course you are enrolled in. Please check the sites regularly as they may contain important announcements that are relevant to your study in the course.

3.3.2 Access Adelaide
Access Adelaide is the name of the online service that allows you to access and, in some cases, amend your records. It can be found at: . You can log into Access Adelaide to view: your enrolment details for any term, your academic results, your unofficial academic transcript, your personal details, the fees, charges and payments on your 最新糖心Vlog account, your exam schedule, your graduation eligibility details.
As a student you can: change your address and telephone details (please inform the Discipline as
well) change your password, set a password clue to help you remember your password.

3.3.3 Student email
It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your 最新糖心Vlog of Adelaide email address. It is your responsibility to check your email. You will need your student number located on your student card to log in.

3.3.4 Computers
Where can I use a computer in the 最新糖心Vlog? Computing facilities are provided to students by the 最新糖心Vlog, and there are
several suites of computers available, including at the Barr Smith Library and in Hub Central. The 最新糖心Vlog web site has a list of computer labs at: /technology/yourservices/learning-teaching/student-suites/

The aim of this course is to enable students to develop an understanding of the core counselling process, and to acquire the fundamental counselling skills that are essential for any counselling or psychotherapy practice. In addition, students will be encouraged to reflect on their own personal values and attributes that might enhance or hinder the counselling process.

During the seminar, didactic material and experiential learning are integrated to introduce theoretical and practical concepts and illustrate their use. Each session will provide an interactive environment to encourage student engagement as they apply these concepts and clarify understanding. Small group discussions, role play, and personal reflection will be undertaken. A written paper provides an opportunity for further exploration of key concepts, wider reading and synthesis of concepts.

Students will be encouraged to see the weekly practice sessions as an ‘experimental laboratory’ where they can try out new behaviours, be relieved of the ‘pressure to be perfect’, be supported by staff and peers, and offer support to fellow students in learning. All students are asked to work in practice groups of 3 to 4 members to apply the materials covered in lectures. The skills taught will be practised in the sequence outlined in the counselling process: attending, observing, listening, and responding. Students will undertake three different roles as they learn these skills. These are the roles of ‘student-counsellor’, ‘student-client’, and ‘observer’. Detailed information will be provided to students at the commencement of the course.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course comprises 3 workshop face to face sessions per week. Sessions will be seminar/workshop format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend. Essential readings or on-line video material will be recommended.

• Face to workshops: 3 hours / week
• Core/background readings: 5 hours / week
• Preparation of assignments: 4 hours / week

Topic

Introduction

Basic Listening Skills 1

Basic Listening Skills 2

Basic Listening Skills 3

Basic Listening Skills 4

Structuring a session - A

Structuring a sesson - B

Structuring a session - C

Case formulation and surrogate client session 1

The importance of meaning and surrogate client session 2

Being an intentional practitioner

None

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Weekly Quizzes	Summative	15%	1
Basic Listening Skills Formative Feedback	Formative	N/A	2-6
Basic Listening Skills Practical Assessment & Evaluation	Summative	30%	1-6
Practical Skills Assessment	Summative & Hurdle	45%	1, 2, 3, 4, 5
Participation	Summative	10%	1-6

Quizzes (Weighting 15%)
During weeks 3-6, students will be required to complete 4 weekly quizzes to assess foundational knowledge of the Basic Listening Sequence skills. These quizzes will be based on the assigned readings for each corresponding week. 

Basic Listening Skills Practical Feedback (Formative)
During weeks 2-8, students will develop a series of scaffolded foundational counselling skills. Tutorial class time is dedicated to practicing these skills in triads, during which each student is observed and provided with immediate feedback for one of these sessions by a staff member.

Basic Listening Skills Practical Assessment & Evaluation (Weighting 30%)
Students are to complete a video/digital recording demonstrating the basic listening sequence of skills for 12-15 minutes with a fellow student-client presenting a genuine counselling issue. The session will demonstrate each of the basic listening skills within stage 1 & 2 of the 5 Stage Model.

Practical Skills Assessment (Weighting 45%)
In weeks 12 or 13 you are required to conduct a counselling session with one of your fellow students as your 'client'. This will be a live demonstration of the skills learnt throughout this course with your assessor/s present. Your session will take 15-18 minutes demonstrating appropriate therapist attributes, skills, and effective use of the 5 Stage Model.
PLEASE NOTE: THIS IS A HURDLE ASSIGNMENT, which means you are required to achieve a 50% pass mark in this assignment to pass the course overall.

Participation (10%)
Students will attend and engage in workshop activities, demonstrating respectful engagement and cooperation with their lecturers and fellow students, and completion of practice-based learning tasks.

Submission of Assignments

Assignments will be submitted via MyUni.

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be  provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for  extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the  student’s situation.  The length of any extension granted will take into account the period and severity of any incapacity or impact 
on the student.  Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2  days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
 
The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual 最新糖心Vlog deadlines.
 
Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process 
</student/grievance/process/>. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.