Unit name | Approaches to Counselling in Learning |
---|---|
Unit code | EDUCM5101 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Mrs. Knowler |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit provides students with the opportunity to engage with the psychological and philosophical concepts that have informed the development of the three major theoretical approaches to counselling - psychodynamic, person-centred and cognitive-behavioural. Students will also be introduced to multicultural counselling theory (MCT) and to the debate concerning theoretical and technical integration and eclecticism. The cultural, historical and social factors that have influenced the development of each theoretical position will be embedded throughout the curriculum. Topics include: The psychodynamic approach to counselling - influences of Freud and the post-Freudians; Humanistic psychology and the person-centred philosophy and approach of Carl Rogers; Cognitive and behavioural psychology - the rational-emotive behavioural therapeutic approach of Albert Ellis; Integration and eclecticism - exploration of core integrating factors including the 'relationship multiplicity' framework of Petrushka Clarkson, Gerard Egan's use of problem-solving, postmodern challenges to the concept of integration; Multicultural Counselling Theory (MCT) - the work of Paul Pederson.
Aims:
Students will demonstrate that they:
A variety of approaches to learning and teaching will be used including: small group discussion, experiential work, case studies, student led seminars and presentations, critical analysis of key readings and the critical analysis of counselling vignettes.
The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
An essay of 3000 words that provides students with the opportunity to critically evaluate at least one of the major theoretical approaches to counselling, an integrative approach or MCT, and to consider its relevance in their own context. Students will also be required to maintain a reflective journal in which to record their experiences of learning during the unit conceptualising this experience within the theoretical perspectives encountered. A 1000 word summary of this reflective journal will be submitted as part of the assessment.
JACOBS, Michael (3rd ed.) (2004) Psychodynamic counselling in action. London, Sage
McLEOD, John (3rd ed.) (2003) An introduction to counselling. Buckingham, Open University Press
MEARNS, Dave (2nd ed.) (2003) Developing person-centred counselling. London, Sage
PALMER, S. & LAUNGANI, P. (eds.) (2000) Counselling in a multicultural society. London, Sage
PALMER, S. & WOOLFE, R. (eds.) (2000) Integrative and eclectic counselling and psychotherapy. London, Sage
PROCHASKA, James & NORCROSS, John C. (5th ed.) (2003) Systems of psychotherapy: a transtheoretical analysis. Pacific Grove, Ca., Brooks-Cole