Course Coordinator: Paula Gillespie-Fotheringham
Phone: +61 8313 6276
Email: paula.gillespie-fotheringham@adelaide.edu.au
Location: Level 11, 178 North Terrace

Learning & Teaching Team
Phone: +61 8313 0148
Email: postgrad_enq@adelaide.edu.au
Location: Level 7, 178 North Terrace

1	Explain the theoretical backgrounds for mindfulness, Acceptance and Commitment Therapy (ACT), Mindfulness-based Cognitive Therapy (MBCT), positive psychology and hope in counselling;
2	Compare and contrast research studies related to the clinical application of mindfulness, ACT, MBCT, positive psychology and hope in counselling;
3	Evaluate the similarities and differences between mindfulness, ACT, MBCT, and other common approaches to counselling and psychotherapy;
4	Discriminate between the indications and contraindications related to use of mindfulness, ACT, and MBCT;
5	Discuss and provide psycho-education for counselling clients regarding the nature of mindfulness, ACT, and MBCT;
6	Demonstrate increased knowledge, skills, and confidence to use the techniques and processes of mindfulness in counselling practice, through written assignments and class presentations;
7	Apply their ability to use of a range of related resources, including websites, apps, books and articles, through class presentations.
8	Evaluate the evidence base for mindfulness, ACT and MBCT in relation to different presenting issues, as well as the strengths and limitations of these approaches in practice.

Harris, R. (2009). ACT made simple. A quick-start guide to ACT basics and beyond. Oakland, CA: New Harbinger Publications

Recommended Resources will be made available via MyUni

Weekly lecture notes, activity handouts and links to background readings will be provided via MyUni.

Course Content
The course content will include the following topics:

• Mindfulness: background (including origins, evidence base, definitions, and relationship to neuroscience), similarities and differences with other modalities, psychoeducation, using mindfulness in therapy (techniques and processes), and adaptations for various treatment settings and issues.
• ACT: background (including origins, evidence base, definition), similarities and differences with other modalities, psychoeducation, using ACT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
• MBCT: background (including origins, evidence base, definitions), similarities and differences with other modalities, psychoeducation, using MBCT in therapy (techniques and processes), and adaptations for various treatment settings and issues.
• The theory, evidence-base, indications and contraindications, strengths and limitations of each approach will be addressed, along with clinical applications and skills development.
• Hope and relaxation in counselling, and the positive psychology movement will be introduced.

Weekly lectures / tutorials / workshops

• This course comprises contact of weekly two-hour workshops for 12 weeks (not including semester break), as well as a six hour workshop in the second last week of the semester.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements:

The course comprises 30 hours of face-to-face contact during semester, comprising 12 classes of  2 hours + a 6 hour workshop at the end of the semester.

You will need to set aside 3 hours per week for study, reading and assignment writing for every hour of class time.

Refer to Course Coordinator

None

N/A

Assessment Task	Task Type	Weighting	Learning Outcome
Written Assignment	Summative	35%	1-4, 6, 8
Mindfulness Practice Journal Synopsis	Summative	25%	1, 6, 8
Collaborative Written and Oral Skills Presentation	Summative	30%	1-3, 5, 7, 8
Class Participation	Summative	10%	1-3, 6, 7

Refer to Course Coordinator

ASSIGNMENT ONE
Written Assignment - Model of Treatment Essay
(35%)   Word count: 2,000  
You will describe a treatment plan for the first two counselling sessions, with an adult client, using one of the approaches covered  in the course (Mindfulness, ACT, or MBCT). This plan will be designed to apply to a particular adult client issue, within a counselling  setting. Possible issues – select one as your focus: Bereavement, Depression, Anxiety, Stress and burnout, Eating disorders, Social isolation, or Substance use disorders.

ASSIGNMENT TWO
Mindfulness Practice Journal Synopsis.
Critical & personal reflection on an 8-week mindfulness practice challenge
(20%)  Word count: 1,500  
Provide a written summary of your reflections on weekly experiments with mindfulness practice over the first eight weeks of the  course.  After researching the various approaches to mindfulness practice and mindfulness-based therapeutic interventions, make  a deliberate plan to experiment with finding your preferred style of mindfulness practice, e.g. in stillness (e.g. as a meditation  practice), in movement, using a cognitive focus, using a somatic focus, using an emotion focus.

ASSIGNMENT THREE
Collaborative Written and Oral Skills Presentation
ACT or Mindfulness Skills Collaborative Presentation
(35%)  Work in pairs to write and present at workshop
Part A - Written: Describe the clinical application of a skill from ACT or mindfulness. Identify appropriate user groups and the  evidence base (word count 1,500).

Part B - Oral: Introduce and present the skill experientially, and provide a fully referenced handout for the class during the one-day  workshop, and facilitate a de-briefing discussion, on (max 20 minutes).

ASSESSMENT FOUR
Participation
(10%): Assessed by lecturer observation of each student’s contribution to the class interactions and small group discussions.  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.

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 University deadlines.

Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process  <https://www.adelaide.edu.au/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.

In response to previous student feedback, this course has expanded input on ACT.