An introduction to the process of using counselling skills in practice, including beginnings, middles and endings and strategies for facilitating therapeutic change within the pluralistic framework
The aim of this Module is to provide the student with : An understanding of the process of using counselling skills and the therapeutic activites which bring about change. In addition this module will allow students to conceptualise counselling within professional and supervisory contexts.
By the end of this module the student should be able to:
1. Critically examine, discuss and use a variety of models to conceptualise helping conversations and the process of change.
2. Use counselling skills to recognise and respond to people seeking help
3. Critically evaluate and respond to ethical, legal and professional considerations which impact on the ability and appropriateness of using counselling
4. Draw appropriately on counselling theory and approaches to negotiate client goals and the tasks and methods which may be undertaken to achieve these
5. Explore the importance of self - awareness and demonstrate an ability to self-assess their own performance in interactions, and also use feedback constructively and in a non-defended manner.
6. Critically evaluate, with guidance, their own on-going training, supervision and support needs.
1 Process of therapeutic change
Theory and reflection on the processes involved in engaging in change in a counselling relationship, for example Prochaska and DiClemente and Stiles Assimilation of Problematic Events.
2 Loss and bereavement
Conceptual and experiential exploration of loss, and the relation of this to counselling concepts such as attachment, and relational depth.
3 Creative methods in therapy
An exploration of creative and arts-based methods used in counselling and psychotherapy, and the use of cultural resources
4 Self awareness , resilience and professional practice
Group and individual practice in developing self-awareness, resilience, and emotional support networks
5 Ethical legal and professional issues
Defining and making decisions about risk Understanding legal and ethical requirements. Child protection, working with vulnerable groups, for example older adults and people with learning disability, victims of crime and abuse.
Statement on Teaching, Learning and Assessment
This module will be largely experiential in nature: theory teaching will be carried out through interactive workshops, skills training will be largely through supervised peer-peer working and feedback. Personal development groups will provide opportunities for self-exploration and the development of a community of practitioners. As with CN1190A this class will be run over 13 weeks, with 4 hours attendance for each day. Teaching will be consolidated with the use of Pebblepad, to initiate an online e-portfolio of learning activities. The aim of Pebblepad is to enable students to bring together their campus-based learning activities, independent learning and practice placements.
Teaching and Learning Work Loads
|Supervised Practical Activity||20|
|Unsupervised Practical Activity||0|
Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.
We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2017/18 , and may be subject to change for future years.