Unit Outline: COUN2061 - Counselling Theories 2 1
Last updated: Trimester 2 2018
Unit Outline
COUN2061: Counselling Theories 2
Unit description
This unit is a part of the counselling specialisation and is an extension and development
of Counselling Theories 1. This unit provides an introduction to additional major
counselling and psychotherapeutic methodologies, theories, and applications. Students
will have opportunities to integrate their prefe
ed theory of counselling, and deepen
their understanding of the theory and practice of other major counselling theories and
approaches. Students study the philosophical theories and practical application of a range
of approaches to counselling. A variety of other therapeutic modification and
contemporary approaches are explored throughout the study of this unit.
Course(s) Bachelor of Counselling (BCouns)
Bachelor of Counselling (Coaching) (BCounsCo)
Core / Elective Core – BCouns
Core – BcounsCo
Pre-requisite/s COUN1051 Counselling Theories 1
Workload (hours per week) 9
Credit points 6
Unit learning outcomes
On completion of this unit, students will be able to:
a) identify and discuss key counselling models (expressive therapies, na
ative,
solution-focused and gestalt)
) critically evaluate how the evolution of psychotherapy has informed
contemporary understandings of counselling
c) apply contemporary counselling models to practice and critically reflect on their
developing competence as counsellors
Unit Outline: COUN2061 - Counselling Theories 2 2
Last updated: Trimester 2 2018
Textbook
The textbook for this unit is:
Corey, G XXXXXXXXXXTheory and practice of counseling and psychotherapy (10th ed.). Boston, MA:
Cengage Learning.
Recommended readings
The twelve sections of unit cu
iculum direct students to readings in the online classroom
for this unit. These readings are selected from journals and books that provide additional
information or a different perspective on topics covered in each section. They are from a
ange of authorities and expand the content of this unit.
Studying for this unit
The content of this unit has been designed to maximise the learning and the integration
of the subject matter. Much of the unit material is specific to the Australian context.
Students are encouraged to access additional information relevant to their local context,
which will assist in applying the learning and ensuring its relevance. This may include
specific legislation, government and professional association resources, and journals. It is
important that students’ reading is
oad.
In general students are expected to:
read each section of the unit carefully and make notes about new content, and
points that are unclear, or in conflict with previous learning or experience
complete readings of the text and other readings and resources, making notes on
important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate
and reflect. Sometimes these are dilemmas or difficult issues associated with the study
topic which have no right or wrong answers, but are used to trigger critical thinking.
Required resources
o Access to recording equipment for the practice session
o Working in pairs
Unit Outline: COUN2061 - Counselling Theories 2 3
Last updated: Trimester 2 2018
Face to Face hours by delivery mode:
On Campus – OC: Units studied on campus are designed with 12 three hour classes,
totalling 36 contact hours.
Weekend Classes:
Units offered as weekend classes must meet the required 36 contact hours. This is made
up of 5 classes (9am-5pm) scheduled as per the unit timetable for the enrolled Trimester.
Blended Delivery - BD: Units offered in this mode of delivery require the student to
attend:
o Four synchronous sessions: 1 ¾ hour synchronous sessions: 6.45 – 8.30pm
o One two day workshop: 8.30-6pm
Attendance requirements
Attendance requirements ensure that students in PACFA-accredited courses meet their
training requirements, and that learning outcomes are met.
On Campus requirements (for students studying this unit on campus)
In this unit provided by the Discipline of Counselling, on-campus students are required
to maintain at least 80% attendance. This means that students cannot miss more than
three classes in a term.
Blended Delivery requirements (for students studying this unit by Blended Delivery)
Students are required to participate in 80% of all person to person learning overall
(including workshops and synchronous webinars).
Unit Outline: COUN2061 - Counselling Theories 2 4
Last updated: Trimester 2 2018
Learning activities
Learning activities are set in each section of the unit to give opportunities for further
learning. They are designed to help students think through and practice the specific skills
and general concepts presented in this unit. They do not need to be sent to the academic
teacher for marking. However, valuable learning opportunities will be missed by not
completing the activities.
In studying this unit, students should maintain a learning journal for completing the
activities. To structure the learning journal, set aside space for:
completing a glossary of new terminology and concepts introduced in this unit
notes on unit content and readings
answers to learning activities
draft assessments.
Students can also keep the learning journal electronically.
Self-assessment
There are self-assessment questions at the end of each section to test students’
understanding of the section’s content. Try to recall the answers to these questions
unaided. Write down answers from memory before going back to review the relevant
material in the section. Some of the questions require more than simple recall. Some
will require synthesising separate issues or different pieces of information. Real learning
is not just remembering the reading. It involves owning this knowledge by:
• reflecting
• questioning
• relating theory to personal experiences
• integrating a number of readings on a particular topic or concept
• paraphrasing.
Assignments
The assignments for this unit are carefully set so they develop from and support the key
concepts and skills of the unit, and are aligned with the learning outcomes for this unit.
Unit Outline: COUN2061 - Counselling Theories 2 5
Last updated: Trimester 2 2018
Contents
Section 1: Introduction to Counselling Theories 2
Section 2: Gestalt Therapy
Section 3: Gestalt Therapy in Practice
Section 4: Na
ative Therapy
Section 5: Na
ative Therapy in Practice
Section 6: Solution-Focused Brief Therapy
Section 7: Solution-Focused Brief Therapy in Practice
Section 8: Family Systems Theories
Section 9: Family Systems Theories in Practice
Section 10: Expressive Therapies
Section 11: Expressive Therapies in Practice
Section 12: Case Study and Review
Unit Outline: COUN2061 - Counselling Theories 2 6
Last updated: Trimester 2 2018
Assignment summary
Please ensure you keep copies of all assignments submitted for this unit.
Assignment
Type
Weight Word
Count
Due
Date
Alignment with learning outcomes
Assessment 1:
Academic
Essay
Read the case
study on Esther
and write an essay
from the
perspective of
gestalt or
na
ative therapy
50%
2000
words
Week
8
a) Identify and discuss a key counselling
model covered in this unit
Assessment 2:
2a.Practice
Session:
2b.Evaluation
Session:
50%
Total
25%
25%
25
mins
1500
words
Week
11
Week
11
a) Identify and discuss a key counselling
model covered in this unit
) Critically evaluate how the evolution of
psychotherapy has informed
contemporary understandings of
counselling;
c) Apply contemporary counselling
models to practice and critically reflect
on their developing competence as
counsellors.
Unit Outline: COUN2061 - Counselling Theories 2 7
Last updated: Trimester 2 2018
Assignment 1: Academic Essay
Assignment Type Weighting Word Count Date Due
Academic Essay 50% 2000 words Week 8
Purpose:
The purpose of this assignment is to provide an opportunity to integrate knowledge and
apply a theoretical and practical understanding gestalt or na
ative therapy to a case study.
Process:
Read the case study below and write an essay explaining how a counsellor might
understand and work with this client from the perspective of gestalt or na
ative therapy.
Case study
Esther is a woman aged in her 50s who comes to you because she has been unemployed
for six months after she was made redundant. She has described feeling down in recent
weeks as her job search has dragged on. She said she used to be someone who looked
forward to work and who had felt really proud of her achievements. Esther said she that
whilst initially she really enjoyed having more free time, she was now becoming
increasingly anxious that she would never find work again. She said she is beginning to
doubt her capabilities and is afraid that she will be “left on the scrap heap”. She has
noticed that she is thinking negatively of herself and her situation. Her main goal in
therapy is to reduce her anxiety and maintain her self-confidence. She has come to you
ecause she has heard that counselling can help people feel good about themselves, and
this is something she feels she needs help with. She says “I need to get back my
enthusiasm for my life and I need to start liking myself again, rather than criticising
myself and everything around me all the time”.
Your Academic Essay will need to include:
an overview of the principles and goals of the approach you have chosen
an explanation of how Esther could be understood from the perspective of your
chosen approach
a description of how a counsellor might work with Esther using your chosen
approach
examples of questions or dialogue that might be involved in taking this approach
an evaluation of the advantages and disadvantages of taking this approach with
Esther
reference to relevant literature, linking your ideas to theory discussed in the unit
Unit Outline: COUN2061 - Counselling Theories 2 8
Last updated: Trimester 2 2018
Marking Criteria – Academic Essay
N
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t
S
a
ti
sf
a
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to
y
S
a
ti
sf
a
c
to
y
G
o
o
d
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e
y
g
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o
d
O
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ts
ta
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g
Content
1. Overview provided of the principles and goals of the
chosen approach
2. An explanation provided of how Esther could be
understood from the perspective of your chosen
approach
3. A description provided of how a counsellor using the
chosen approach might work with Esthe
4. Examples provided of questions or dialogue that might
e involved in taking this approach
5. The advantages