Unit Outline: COUN2951- Counselling Children and Young People 1 Last updated: Trimester 3 2018 ...

Question

Unit Outline: COUN2951- Counselling Children and Young People 1
Last updated: Trimester 3 2018
Unit Outline
COUN2951: Counselling Children
and Young People
Unit description
This unit introduces students to key theories of development in children and young
people. Because of the dependence of children and young people on adults and their
early stages of development, counselling practice with children and young people poses
unique ethical and legal challenges. A systems perspective for assessment of children and
young people in their family, social and cultural contexts will be presented. Students will
develop skills in a range of therapeutic interventions and critically compare approaches in
terms of their effectiveness, the role of the client, and outcomes. Students will also
critically reflect on their personal history and its influence on their countertransference
esponses to children and young people, and develop skills in maintaining professional
oundaries.
Course(s) Bachelor of Applied Social Science (BAppSocSc)
Bachelor of Counselling (BCouns)
Core / Elective Elective
Pre-requisite/s Counselling Skills (COUN1001)
Workload (hours per week) 9
Credit points 6
Unit learning outcomes
On completion of this unit, students will be able to:
a) Apply key theories of child and adolescent development to client presentations;
) Apply a systemic perspective to the assessment of children, young people and their
families;
c) Apply legal and ethical knowledge to counselling practice with children, young people
and their families;
d) Apply therapeutic approaches and interventions in working with children, young
people and their families to case presentations;
e) Identify cultural considerations and apply skills for working with diversity;
f) Analyse and reflect on personal responses to counselling children and young people;
including potential triggers, countertransference and boundaries.
Unit Outline: COUN2951- Counselling Children and Young People 2
Last updated: Trimester 3 2018
Textbook
The textbook for this unit is:
Geldard, K., Geldard, D., & Yin Foo, R XXXXXXXXXXCounselling children: A practical introduction
(5th ed.). London, England: SAGE Publications.
Recommended readings
The readings list is located under the section requirements of each section for the 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 range 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 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 your 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.
Unit Outline: COUN2951- Counselling Children and Young People 3
Last updated: Trimester 3 2018
Face to Face hours by delivery mode:
On Campus – OC: Units studied on campus are designed with 12 three hour classes,
totaling 36 contact hours.
Online – OL: Teachers will offer a minimum of two Zoom sessions throughout the
term. Students are encouraged to participate in interactive activities and engage in the
Zoom sessions as these further develop skills and knowledge.
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.
Attendance requirements
Attendance requirements ensure that students in PACFA-accredited courses meet their
training requirements, and that learning outcomes are met for all units offered by the
Discipline of Counselling.
On-campus attendance requirements for counselling units (for students enrolled in
this unit on campus)
In this unit provided by the Discipline of Counselling, it is recommended that on-
campus students maintain at least 60% attendance.
Online recommendation
There are no attendance requirements for this unit. Students are encouraged to
participate in the online discussion forum for this unit, and must submit all assessments
to meet the requirements of this unit.
Unit Outline: COUN2951- Counselling Children and Young People 4
Last updated: Trimester 3 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
equire 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 experience
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: COUN2951- Counselling Children and Young People 5
Last updated: Trimester 3 2018
Contents
Section 1: The Contexts of Working with Children and Young people
Section 2: Developmental Theories
Section 3: Physical and Sexual Development
Section 4: Cognitive, Emotional and Moral Development
Section 5: The Role of the Family and Culture
Section 6: Case Management and Counselling of Children, Young people, and
their Families and Caregivers
Section 7: Legal and Ethical Issues
Section 8: Presenting Issues
Section 9: Mental Health Issues
Section 10: Discipline, Violence and Abuse Issues
Section 11: Grief and Loss Issues
Section 12: Case Studies
Unit Outline: COUN2951- Counselling Children and Young People 6
Last updated: Trimester 3 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
Assignment
1:
Case Study
50% 2000
words
Week 8 a) Apply key theories of child and
adolescent development to client
presentations
) Apply a systemic perspective to
the assessment of children,
young people and their families
c) Apply legal and ethical
knowledge to counselling
practice with children, young
people and their families
d) Apply therapeutic approaches
and interventions in working
with children, young people and
their families to case
presentations
Assignment
2:
Academic
Essay
50% 2000
words
Week
11
a) Apply key theories of child and
adolescent development to client
presentations
) Apply a systemic perspective to
the assessment of children, young
people and their families
c) Apply legal and ethical
knowledge to counselling practice
with children, young people and
their families
d) Apply therapeutic approaches
and interventions in working with
children, young people and their
families to case presentations
e) Identify cultural considerations
and apply skills for working with
diversity
f) Analyse and reflect on personal
esponses to counselling children
and young people; including
potential triggers,
countertransference and boundaries
Unit Outline: COUN2951- Counselling Children and Young People 7
Last updated: Trimester 3 2018
Assignment 1: Case Study
Assignment Type Weighting Word Count Date Due
Case Study 50% 2000 words Week 8
Purpose:
The purpose of this assignment is for students to apply their knowledge of relevant
childhood development theories and interventions to a case study. Students will also
evaluate the legal and ethical issues relevant to the case study.
Process:
Using the case study of Jeremy provided in Section 1 (under Case Study: Jeremy),
students will discuss the process and content of counselling children and young people,
and apply relevant child development theories and therapeutic interventions, using
eferences from this unit. The legal and ethical considerations relevant to the case study
will also be evaluated.
Your case study should cover the following major points:
An introduction that provides a
ief overview of issues to be considered in
counselling children and young people.
The range of developmental issues that could be considered in Jeremy’s case.
The types of therapeutic interventions that might be incorporated in counselling
Jeremy.
A discussion of the relevant ethical and legal issues (e.g. confidentiality) that need
to be considered in counselling Jeremy.
Unit Outline: COUN2951- Counselling Children and Young People 8
Last updated: Trimester 3 2018
Marking Criteria: Case Study
N
o
t
S
a
ti
sf
a
c
to
y

S
a
ti
sf
a
c
to
y

G
o
o
d

V
e
y
g
o
o
d

O
u
ts
ta
n
d
in
g

Content
1. Clear overview of issues relating to counselling children
and young people
2. Examination of the key developmental issues to be
considered
3. Explanation of the key therapeutic interventions being
utilised
4. Clear overview of the ethical and legal considerations

unit-information-working-with-children-yrbasbrp.pdf

Soumi · Accepted Answer

Running Head: BULLYING		1
BULLYING		11
COUN2951 COUNSELLING CHILDREN AND YOUNG PEOPLE
BULLYING
Table of Contents
Introduction	3
Issue of school bullying	3
Promoting alternative thinking strategy (PATHS)	6
Comparison of two approaches	6
Role of the young people and outcomes of counselling	7
Self-reflective analysis	8
Conclusion	9
References	10
Introduction
	Bullying can be defined as the unwanted and aggressive behavior shown by one individual over other in order to establish power or superiority. Bullying can happen anywhere. Usually pattern of bullying is observed among school children, but bullying does not stop at school. Bullying can be observed at college, office and among neighborhood. Bullying can have devastating impact on the individual personality. Bullying when repetitive can damage the personality of the individual. 
Bullying can be done for various reasons. Some wants to establish their power and others do it for fun. Sometimes the thin line between bullying and harassment get blurred. People get tortured in the hands of their bully. People can overcome bullying by undergoing counselling sessions. In context of school children, teachers, parents, and counsellors help in overcome the impact of the bullying. This essay highlights the issue of bullying, its consequence on the school children, and impact of counselling.
Issue of school bullying
	Mind of children are very sensitive. As suggested by Menesini and Salmivalli (2017), bullying is a first form of violent behavior a child face in the school. Bullying can be intentional, repetitive or imbalance of power. Bullying has long lasting impact on both victim and bully. As noted by Smith and Thompson (2017), behavior shown by the bully on their victim are usually very aggressive, which can cause permanent damage of the child’s personality. As mentioned by Graham (2016), kids who bully use their physical strength on weak kid. 
They use the embarrassing information of the victim to cause harm them or make fun of them in front of everyone. although every schools have strict anti-bullying policy and all the students are trained to avoid the bullying, still culture of bullying prevalence in schools. Bullying is very common issues, which occur throughout all the schools of the world. As mentioned by Gerlinger and Wo (2016), weaker children or sensitives children are mainly victims of bullying. Most of the cases of victim goes unregistered as fear of bully or become isolated prevent children to express their condition to parents, guardian or teacher. 
This creates disturbance in the life children. Their personality is affected. They remain silent, sad, isolated and depressed. The impact of bullying can be seen on the grades of the children. They become distracted from their studies, which eventual leads to poor performance in school. As noted by Hymel and Swearer (2015), most of the schools have counsellor, which regularly conduct assessment on students to address their problems, yet some of the cases goes unnoticed, as children are very reluctant in expressing the condition they are facing. 
They undergo psychological trauma in silence. It has been seen that teenagers of senior class bully the children of junior class, or the child with popularity or strength bully the defenseless kids. Bullying includes spreading rumors, giving threats, abusing physically or verbally, and isolation of child among peer. As mentioned by Smith and Yates (2017), bullying makes the victim to take severe steps. Teenagers when become victim of bullying often choose option of suicide to get freedom from the tension, they faced every day. On the contrary, small children, between the ages of 5 to 10 silently face the bullying. 
They lack interest in playing or becoming part in family activities. As noted by Puhl, Luedicke and King (2015), bullying is the most painful chapter of the children life, which create the mark on them forever. It the issue is not addressed on time, then children go into severe inferiority complex. They lack courage to face the situation or handle the people because of the fear that reside in them during their childhood. Bullying is very serious topic, on which necessary steps need to be taken to address the issue. 
Children suffering from facing bullying can recover through support and care of teachers and parents, and under the guidance of counsellor. As noted by Pérez and Vieira (2017), counselling is the best strategy to combat the bullying. Victim as well as the bully, both must be counsel to eradicate the root this social issue in school.
Steps to respect	
	Steps to respect is a program designed to decrease the school bullying problems. As suggested by Saracho (2017), this program focused on increasing staff awareness and responsiveness. It develops the socially responsible beliefs and teaches social-emotional skills to handle the bullying and promote healthy relationships. As mentioned by Gregory (2016), teachers,

Unit Outline: COUN2951- Counselling Children and Young People 1 Last updated: Trimester 3 2018 Unit Outline COUN2951: Counselling Children and Young People Unit description This unit introduces...

Solution

Answer To This Question Is Available To Download

Related Questions & Answers

Submit New Assignment