International Study and Language Institute Counselling Disability Advisory Service You may be great at writing, but need a little guidance on the best way to manage your reading. Or perhaps you love to give presentations but are not so sure about referencing. Or feel you'd be confident with all of your skills, if only you could find the time to get things done! The Study Guides are research-informed and peer-evaluated, covering all the key aspects of each topic.
Solution-Focused Therapy, and Narrative Therapy Students will participate in different experiential learning scenarios to develop their understanding of the range of counselling interventions available to them from each of the counselling theories presented.
This subject also establishes a firm foundation for the concepts and techniques developed in later subjects.
CLNA Practicum 1 - Advanced therapeutic communication This subject explores the nature of interpersonal communication in its many guises by considering different communication channels and barriers to effective communication.
Students are required to consider the role of self and culture in interpersonal communication, and the part that perception, listening and reflection play. Students are also be given opportunities to examine how different types of relationships family, work, personal can be enhanced through more effective communication.
Ethics, legal and professional issues This subject provides students with the opportunity to explore the ethical and moral issues that arise when working as a professional in a therapeutic context. Students will be expected to engage with the topic to such a level that they can articulate their ethical position and what they consider to be moral behaviour in the therapeutic relationship.
Professional standards for counsellors and counselling practice are identified and implications for professional practice determined. Assessment and intervention in therapy This subject explores issues and concerns that inform counselling and psychotherapeutic practice in the framework of mental health and considers a range of commonly presented symptoms and syndromes.
Practice models, therapeutic approaches, and skills for effective and deliberative practice will be identified and examined for use. To inform this investigation, students review research findings on aetiology, subsequent development, and the evidence base for the efficacy of various therapeutic approaches.
This subject uses experiential learning opportunities with critical feedback from peers and lecturers. CLNA Practicum 2 — Clinical placement To undertake this subject, students obtain a placement of hours within a community services organisation such as a community counselling agency, government counselling or welfare centre, child or youth service, neighbourhood centre, community corrections, hospice or hospital pastoral care setting and with special permission their place of work.
They will be required to use this placement to build upon and consolidate their counselling skills with a variety of client groups and presentations. As part of the hours placement, students may provide to a client up to 10 hours of individual face-to-face counselling to begin their more formal clinical training hours.
This individual counselling will be supported by 3 hours of clinical supervision from the Jansen Newman Institute. Electives PSYA Positive psychology and coaching In this subject, the usefulness, relevance and relationship of coaching and positive psychology to counselling will be explored.
Exploring the work of the key positive psychology theorists, students develop an understanding of how they can synthesise elements of positive psychology work into their emerging coaching practice. They also learn a range of particular coaching skills, including solution-focused and strengths-based approaches, as well as goal-setting and personal development coaching.
This subject balances theory and practice in its delivery and encourages students to engage in interactive learning through discussion and experiential practice. Importantly, students review contemporary evidence-based critiques of CBT to determine its efficacy and suitable clinical applications such as a way of working with anxiety.
As well as developing their CBT treatment skills, students learn other anxiety management strategies to augment and support a CBT approach, including relaxation techniques, respiratory retraining and hyperventilation. PSYA Working with complex presentations Comorbidity, dual diagnosis, or co-occurring conditions can also be understood as ways of categorising clients with a combination of mental ill health issues, or complex presentations.
In this subject, students critically review a range of definitions for comorbidity and what these mean for their professional practice, and assessment and treatment options. The subject includes an introduction to the range of validated tools used in clinical practice to assess clients.
Students investigate different treatment conventions used in the Australian AOD and mental health sectors, as they relate to the psychological and physiological problems encountered by people suffering from a combination of mental illness and dependence.
PSYA Focusing Focusing Therapy is a client-centred approach to therapy that is connected with, and related to, a phenomenological model of change processes. The importance of body-sensing in healing was emphasised by Eugene Gendlin in collaboration with Carl Rogers in the s and continues to offer important insights into working therapeutically with clients today.
This subject addresses this specific therapeutic approach with an investigation of its modalities and techniques. Students also source an evidential base for its efficacy and discuss its potential for their professional practice.
Given the highly experiential nature of the modality, this subject provides students with opportunities to develop their own skills and techniques in this modality in a safe and supportive environment. PSYA Working with young people In this subject, students will be given opportunities to explore some of the issues and challenges associated in working therapeutically with young people.
This serves as a foundation for the further study in young people and the factors that can affect their mental health. The Maudsley model for treatment is examined, along with service delivery models and other forms of interventions.
Students also discuss the potential for working with different communities on intervention and prevention strategies. They are also introduced to the legal parameters that will inform their professional practice: PSYA Introduction to Somatics In this elective, students are introduced to theories and practices of somatics as they apply to counselling and psychotherapy.
The contemporary understanding of somatics is based on both recent research on aspects of body-mind unity and age-old wisdom of ancient eastern and western cultures.
The theoretical understandings and practical skills in this field of inquiry have both a therapeutic and an educational function: PSYA Responding to complex trauma and sexual abuse This subject addresses the specific issues that arise when working with adults or children who have been sexually abused.EUSEBIO AFRICANO DOS REIS VARELA INTRODUCTORY EDUCATIONAL COUNSELLING REFLECTIVE REPORT OF BASIC COUNSELLING Synopsis Tiana Campos is a student of a Master in Agribusiness at University of Queensland.
By continuing to use our site you accept these. “Being realistic is the quickest road to mediocrity” (Diary Reference).
We are always striving to become better versions of our self, constantly changing and adapting to new situation and circumstances. REFLECTIVE REPORT OF BASIC COUNSELLING Synopsis by the person who needs help and a professional of counseling.
This essay will present a hope to have more chance in the future to practice the improvements and become a good counsellor.
5. CONCLUSION In conclusion, this reflective analysis on a basic counselling session provided to a. This blended course will introduce you to some of the key concepts in psychodynamic counselling and psychoanalytic psychotherapy, including the unconscious, transference and countertransference.
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