General Information
This subject gives an introduction to the process, activities, theories and practice of counselling psychology in a multi-cultural society. The emphasis is on gaining a clear understanding of the major therapies of psychotherapy and counselling, and an understanding of how theory and research guides counselling practice. This subject is designed to enhance understanding of the counselling process, skills and knowledge to initiate and establish client relationships based upon the micro-skills approach.
Details
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC13-306 |
| Subject title: | Introduction to Counselling Psychology (May 2017) |
| Subject level: | Undergraduate |
| Semester/Year: | May 2017 |
| Credit points: | 10.000 |
Delivery & attendance
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
Resources
| Prescribed resources: | Books
Journals
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC13-306 |
| Subject title: | Introduction to Counselling Psychology (May 2017) |
| Subject level: | Undergraduate |
| Semester/Year: | May 2017 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Journals
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in counselling psychology.
- Describe, apply and evaluate the different research methods used by psychologists.
- Apply knowledge of the scientific method in thinking about problems related to behaviour and mental processes.
- Evaluate psychologists, behaviour in psychological research and other professional contexts in relation to the APS, Code of Ethics, and the complimentary, Ethical Guidelines.
- Communicate effectively in a variety of formats and in a variety of contexts.
- Understand and apply psychological principles to personal and social issues.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
Assessment details
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Paper-based Examination (Closed) | Final Exam | 35.00% | Final Examination Period | 1, 2, 3, 4, 5, 6 |
| Presentation | Oral Presentation - Topics provided at tutorials | 30.00% | Week 7 | 1, 3, 5, 6 |
| Essay | Written Assignment - Essay | 35.00% | Week 10 | 1, 3, 5, 6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Paper-based Examination (Closed) | Final Exam | 35.00% | Final Examination Period | 1, 2, 3, 4, 5, 6 |
| Presentation | Oral Presentation - Topics provided at tutorials | 30.00% | Week 7 | 1, 3, 5, 6 |
| Essay | Written Assignment - Essay | 35.00% | Week 10 | 1, 3, 5, 6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Subject curriculum
Week 1 Lecture -Overview of Subject, Counselling Psychology
Readings Young Chapters 1 and APS Code of Ethics provided on ilearn. Learning Objectives and Expectations of Lecture 1 - Gain understanding of Counselling Psychology; the characteristics of an effective counselling psychologist; the dimensions of cultural competence; models for development of a counselling psychologist; APS Code of Ethics.
Week 2 Lecture - Developing the Therapeutic Relationship
Reading Young Chapter 2; Learning Objectives and Expectations - Gain understanding of the importance of the therapeutic relationship; the therapy skills a counselling psychologist needs to develop to establish a therapeutic relationship.
Week 2 - Tutorial 1 - Building the Therapeutic Alliance
Readings Young Chpts 1-3; Learning Objectives and Expectations - Gain an understanding of the stages of the counselling process and skills to build the therapeutic relationship.
Week 3 - Lecture - Invitational Skills
Reading Young Chapter 3; Learning Objectives and Expectations - Gain an understanding of invitational skills including; non-verbal communication; active listening; encouragers; questions.
Week 3 Tutorial Invitational and Active Listening Skills in Therapy
Reading Young Chapter 3; Learning Objectives and Expectations - Increase understanding of using invitational and active listening skills in therapy sessions.
Week 4 Lecture - Reflecting Skills - Paraphrasing
Readings Young Chapters 4-5; Learning Objectives and Expectations of Lecture 4 - Gain understanding of reflecting skills and paraphrasing.
Week 4 - Tutorial Active Listening Skills and Oral Presentation
Reading Young Chapter 3; Learning Objectives and Expectations - Increase understanding of using active listening skills in therapy. information on requirements for oral presentation assessment.
Week 5 Lecture - Reflecting Skills
Reading Young Chapter 6; Learning objectives and expectations - Gain an understanding of reflecting feelings and meaning; summarizing and the nonjudgmental listening cycle.
Week 5 - Tutorial Reflecting Feeling and Non-Judgmental Learning Cycle
Readings Young Chapter 6; Learning Objectives and Expectations; Increase understanding of using reflection of feelings summarising and non-judgmental listening cycle in therapy.
Week 6 Lecture - Assessment and Initial Interview
Reading Young Chapter 8; Learning objectives and expectations - Gain an understanding of how to conduct an assessment and initial interview with a client.
Week 6 Tutorial Conducting an Initial Interview
Reading Young Chapter 8; Learning objectives and expectations - Increase understanding of the process of how to conduct an initial interview with a client.
Week 7 Lecture Mindfulness-Based Therapies
Reading TBA provided on ilearn; Learning objectives and expectations - Introduce and increase knowledge of Mindfulness-based therapies.
Week 7 Tutorial Oral Presentations
Individual oral presentation by students.
Week 8 Goal-Setting Skills, Evaluation and Termination Termination
Readings Young Chapters 8 and 11; Learning objectives and expectations - Gain and understanding of the process of Effective Constructive Goal Setting; Evaluating Progress and Outcomes of Therapy; Terminating Therapy.
Week 8 Tutorial Oral Presentations
Individual oral presentations by students.
Week 9 Lecture Behaviour and Cognitive Therapy
Readings TBA provided on ilearn; Learning objectives and expectations - Introduce and increase understanding of Behaviour and Cognitive Therapy.
Week 9 Tutorial Oral Presentations
Individual oral presentations by students.
Week 10 Psychoanalytic Therapy
Readings TBA provided on ilearn; Learning objectives and expectations - Introduce and increase understanding of Psychoanalytic Therapy.
Week 10 Tutorial Confidentiality
Learning objective and expectations; Increase knowledge of how to discus confidentiality with clients.
Week 11 Person-Centered Therapy
Readings TBA provided on ilearn; Learning objectives and expectations - Introduce and increase understanding of Person[Centered Therapy.
Week 11 Tutorial Oral Presentations
Individual oral presentations by students.
Week 12 Lecture Mindful Therapy
Readings TBA provided on ilearn; Learning objectives and expectations; Introduce and increase knowledge of the benefits and process of Mindful Therapy.
Week 12 Tutorial
TBA.