Course Coordinators: 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 the purpose and skills involved in all stages of the counselling process;
2	Identify the change of counsellor orientation and responses involved in each stage of the counselling process;
3	Demonstrate skills for engaging clients’ strengths and enlisting these in the therapeutic process
4	Work empathically to generate client data, to analyse the data, and to critique and rate one’s own counselling responses and set goals for improvement;
5	Demonstrate skills for dealing effectively with common difficulties that present in counselling
6	Demonstrate self-awareness at both a personal and professional level.

We will be using the same text that you purchased in Counselling Skills 1:

Geldard, D. and Geldard, K (2012) Basic Personal Counselling: A training manual for counsellors (7th edition) Pearson Australia, Frenchs Forest.

A list of recommended resources will be provided on the MyUni site.

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 the course coordinator.
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 the course coordinator. 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.

MyAdelaide
MyAdelaide is the online service that allows you to access and, in some cases, amend your records. It can be found at: https://myadelaide.uni.adelaide.edu.au/.
You can log into MyAdelaide to view:
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 University 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. https://www.adelaide.edu.au/technology/your-services/email

Computers
Where can I use a computer in the University? Computing facilities are provided to students by the University, and there are
several suites of computers available, including at the Barr Smith Library and in Hub Central. The University web site has a list of computer labs at: https://www.adelaide.edu.au/technology/your-tools/academic/student-computer-suite

This course is a thorough program of interactive and experiential learning with 9 (3 hour sessions) comprising of online recorded lectures, therapeutic team planning, group questions and discussions, surrogate client practice sessions.

Students will be exposed to a variety of approaches, with an emphasis on their connecting the learning to their own work and areas of interest and preferred counselling modalities, to develop their own ways of working in this area of practice. The didactic and other face-to-face sessions will be supported by readings and videos, and assessments designed to assist integration of learning and development of skills.

We encourage you to see practice sessions as an ‘experimental laboratory’ where you can try out new behaviours, be relieved of
the ‘pressure to be perfect’, be supported by staff and peers, and to offer support to fellow students in learning. In the practice sessions, students are asked to work in therapeutic teams to apply the material covered in lectures with the surrogate clients.

The teaching methods in this course will employ a range of techniques to allow the integration and understanding of the content
presented. Counselling practice sessions and workshop activities will be employed in addition to the traditional methods of communicating information. Further, it is expected that by creating an environment that promotes the practice of individual responsibility as essential for students in managing their own and others learning, it will also complement the expectations that
current counselling agencies adopt.

Counselling Skills Two will be structured as a series of ten three hour seminar/workshops.

Finally, it is assumed that all students are of a mature age, professionally educated and motivated to adopt the responsibilities  associated with post-graduate study. Therefore, a level of intellectual effort (including private study time outside of formal class time  per week), and a level of commitment and participation in class activities, is expected.

Topic	Lecture
Overview of Course	Course Learning Outcomes; Assessment; Recapping Counselling Skills 1
Assessment	Assessment in the counselling/psychotherapy process
Formulation & Therapeutic Planning	The beginnings of clinical formulation and using this information in therapeutic planning
Flow of a session	Reviewing the structure and 'movement' of the therapeutic space.
Managing a Big Affect	How to work with pervasive and overwhelming affect in the therapeutic relationship.
Professional Boundaries	The examination and management of transference and counter-transference
Risk Assessment	Examining and using risk assessment to establish and assist the saftey of the client
Reflective Practice	Discussing and implementing reflective practice within the therapist.
Concluding Therapy	Examining how to end the therapeutic relationship.

None

Assessment Task	Assessment Type	Hurdle	Weighting	Learning Outcome(s)  addressed
Class Participation	Summative	No	10%	1-6
Competency Reflection	Summative	No	30%	1-5
Practical Skills Assessment	Formative and Summative* *Summative Assessment is a hurdle requirement	YES	60%	1-6

Reflective Questions (30%)
A range of multiple choice and short answer quiz questions to be completed via MyUni.

Practical Skills Assessment (including weekly feedback logs) (60%)
As part of this assessment students will complete weekly logs reflecting on their practice with feedback from staff provided during class time. The practical skills assessment involves counselling a surrogate client. In the final week of assessment, each student will be allocated 15 minutes to conduct their counselling session, during which they will be required to demonstrate a set of core competencies.

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.

Submission of Assignments
The first assignment will be submitted through 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 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. 

Important
Please note that Counselling Skills 2 is assessed according to the GS8 Grading Scheme. Please see the relevant assessment grading categories, below.