PUB HLTH 7002 - Emotion Focused Therapy
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code PUB HLTH 7002 Course Emotion Focused Therapy Coordinating Unit Public Health Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange N Prerequisites PUB HLTH 5005, PUB HLTH 5006, PUB HLTH 5007, PUB HLTH 5008, PUB HLTH 7010, PUB HLTH 6018 and PUB HLTH 6021 Restrictions Restricted to MCounsPsych students or with permission of Program Coordinator Course Staff
Course Coordinator: Ms Ann Ibrahim
Course Coordinator: Ann Ibrahim
Lecturer, School of Public Health
Phone:08 8313 4999
Email: ann.ibrahim@adelaide.edu.au
Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1.
Communicate an integrated understanding of key Emotion Focused Therapy theoretical principles as informed by Emotion Theory 2.
Formulate succinct hypotheses connecting client issues, core emotion schemes, problematic emotional processing styles, and relevant interventions
3.
Synthesise Emotion Focused Therapy knowledge and application, demonstrating sound practice of the counselling process and sequence whilst maintaining a client focus
4.
Critically appraise Emotion Focused Therapy counselling practice demonstrating advanced levels of self-awareness regarding strengths and areas for ongoing learning and growth
5.
Demonstrate a consistently high level of ethical practice of counselling supported by Neohumanistic principles, substantiating the use of interventions with recourse to Emotion Focused Therapy theory.
最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
最新糖心Vlog Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1-5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2-5 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3-5 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1-5 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1-5 Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.
N/A Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1-5 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
3-5 -
Learning Resources
Required Resources
Greenberg, L. S. (2015). Emotion-focused therapy: Coaching clients to work through their feelings (2nd ed.). APA.Recommended Resources
Goldman, R. N., & Greenberg, L. S. (2014). Case Formulation in Emotion-Focused Therapy: Co-creating Clinical Maps for Change. APA.
Elliott, R., Watson, J. C., Greenberg, L., & Goldman, R. (2003). Learning emotion focused psychotherapy: The process-experiential approach to change. APA.
Selected online resources, including journal articles, videos and reading lists will be disseminated via MyUni.Online Learning
MyUni is used extensively for announcements, discussion boards, recordings of seminar/workshops and practicals, external web-links, readings, details of assignments, as well as online quizzes and essay submission. Material will be sequentially released in line with the teaching and learning activities in each week. -
Learning & Teaching Activities
Learning & Teaching Modes
This course will be highly experiential and interactive, with 10 weekly (3 hour) sessions. Each session will include didactic components, small group and large group discussions, as well as scaffolded practice of introduced skills. The lecturer will use illustrations from their own work, videos, structured exercises and group discussion, as a way of supporting participants to engage with this model of practice. An emphasis on connecting theory and practice via case conceptualisation, supported by reading and assessment work is designed to assist integration of learning and development of skills.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course comprises three hours every week of seminar, practice, and small-group discussions. 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 Face lectures and practicals: 3 hours / week
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / weekLearning Activities Summary
Workshop 1 Introduction to EFT and course requirements
EFT TheoryWorkshop 2 The skill of empathic responding Workshop 3 Introduction to marker guided task interventions
Theory reviewWorkshop 4 Two-chair dialogue for a self-evaluative split Workshop 5 Empty chair work for unfinished business Workshop 6 Emotion regulation interventions Workshop 7 Systematic evocative unfolding for a problematic reaction point
Empathic affirmation for a vulnerability markerWorkshop 8 Two-chair enactment for a self-interruptive split
Self-soothing dialogue to evoke self-compassionWorkshop 9 EFT case formulation Workshop 10 EFT case formulation (cont.) and process and sequence Specific Course Requirements
Assumed Knowledge: Completion of all first year courses.
Restrictions: Available only to Counselling and Psychotherapy students, or with permission of the Course Coordinator. -
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Online Quiz Summative 20% Practical Assessment Summative 40% Written Paper Summative 30% Participation Summative 10% Assessment Related Requirements
Students are advised to comply with word limits for written assignments, and time limits for the practical assessment. A 10% leeway on either side is acceptable.Assessment Detail
Online EFT Theory Quiz (20%)
Central Emotion-Focused Therapy theoretical concepts will be assessed by an online quiz. Questions will be multiple choice.
Practical Assessment (40%)
During class sessions, students will be observed counselling their peers in small groups by a tutor to provide formative feedback. Students will conduct a counselling session with a fellow student, demonstrating effective and appropriate use of empathic responding and 1 marker guided task intervention as a summative assessment. This will be assessed live with their assessor present. Feedback will be provided on MyUni.
Written Assignment- Case Formulation (30%)
Using EFT’s 3-stage, 14-step case formulation model, students will create a case conceptualisation based on a video recording of an EFT counselling session.
Word Count: 2,000 words
Participation (10%)
Assessment by instructor. Assessment of class participation is based on consideration of the student’s attendance record, their ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.
Further instructions and marking templates for all assignments will be provided via MyUni.Submission
Details will be made available on MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
