成人大片

Course Coordinator: Matthew Doherty
Phone: +61 8313 4340
Email: matthew.doherty@adelaide.edu.au
Location: Level 9, AMHS, North Terrace

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

Timetable details are located on MyUni.

1	Outline knowledge of the underlying theories and core concepts of key approaches to family and relationship counselling;
2	Critically appraise research studies related to the clinical application of various approaches to family and relationship counselling;
3	Demonstrate an understanding of family systems, structure, developmental stages and changes through class discussions and written assignments;
4	Analyse and apply a variety of techniques and approaches to family and relationship counselling; these may include systems, experiential, developmental, cognitive-behavioural, emotion-focussed, narrative and integrative models;
5	Demonstrate practical knowledge of common counselling issues that are presented by families and couples, through class discussions and written assignments;
6	Recognise issues of cultural and other diversity in the formation of families and relationships;
7	Appropriately apply intervention skills for working with families and couples to resolve relationship difficulties, through a written assignment;
8	Appraise resources to support continuous learning regarding family and relationship counselling.

Course Textbook

Geldard, K., Geldard, D., & Yin Foo, R. (2013). Counselling children: A practical introduction (4th Ed.). London: Sage Publications.

Links to additional readings will be available via MyUni.[JE1] 

Refer to MyUni for a list of recommended resources.

MyUni will be used for all course communication. All students enrolled in a postgraduate coursework program have access to a
Postgraduate Coursework Student Centre on MyUni. This course is available on MyUni at .

Students should check the website regularly as it may contain announcements that are relevant to your study in the course. Those desiring the opportunity to network with other students can use the Communication features in the site. Information from the course coordinator and student administration will be sent to students at their 成人大片 email address. It is the student’s
responsibility to check their email. They will need to use their student number located on their student card to log in.

The course will comprise ten 4-hour seminar/workshops. Seminar/workshops will involve a mixture of didactic, lecture style presentations and small group exercises facilitating problem-based learning, and experiential skills training. In addition, there will be extensive use of surrogate client presentations that will require students to actively work with clinical vignettes that have been developed to encapsulate common child and adolescent mental health presentations.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The course comprises four hours per week, of lecture, seminar and small-group discussions. Sessions will be seminar/workshop format, with a mixture of lectures and interactive exercises, including engagement with surrogate client presentations and associated clinical work. It is compulsory for all students to attend. Essential readings or on-line video material will be recommended.

Face to Face lectures, practicals, surrogate client work: 4 hours / week
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / week

TOPIC	SUMMARY
Orientation to Child & Adolescent Counselling	An introduction to child & adolescent counselling & key themes
Re-visit to Attachment & Developmental Theory	Revisiting attachment & developmental theory-focusing on children/adolescents & application to therapeutic practice.
Common Child & Adolescent Mental Health Presentations	A look at the most common mental health presentations in children and adolescents-DSM 5 criteria; common approaches; critical appraisal of discourses.
Assessment & Therapeutic Planning	Psychosocial assessment & associated planning for support with young people.
Counselling Methodologies	A look at different therapetuic frameworks used with young people-with a focus on expressive methodologies.
Trauma Informed Practice	Examining trauma informed principles of care for young people.
Ethics & Child Protection Issues	Discussion on common ethical and child protection issues faced in therapeutic practice with children & adolescents.
Working with Parents & Families	An overview of including parents & families in the therapeutic care of youth.
Working with Schools	Examination of ways to work within the school setting when supporting young people in therapy.
Adolescent Self-Harming & Suicidal Ideation	Exploration of support and risk assessment in young people facing self-harming and suicidal behaviours.

To pass this course, students must:

Submit two written assignments. Participate in learning activities, surrogate client work and class discussions throughout the seminar according to group norms and standards.

N/A

TASK	TASK TYPE	WEIGHTING	LEARNING OUTCOME
Written Assignment 1: Literature Review	Summative	40%	1,2,6
Written Assignment 2: Therapeutic Engagement With a Young Person	Summative	50%	1,3,4,5,7,8
Participation	Summative	10%	1,2,4,5

Students are advised to comply with word limits for written assignments. A 10% leeway on either side is acceptable.

Written Assignment 1:

Literature Review - of a child-friendly counselling approach or therapeutic issue
Weighting: 40% Word limit: 2,500 words (+ or – 10%)

Written Assignment 2:

Therapeutic engagement with a with a young client
Weighting: 50% Word limit: 3,000 (+ or – 10%)

Participation: (10%)

Assessment of class participation is based on consideration of the student’s attendance record, their engagement in developing and fostering group norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to modify behaviour in response to feedback from peers or staff.

Further instructions and marking templates for all assignments will be provided via MyUni.

Extensions.

All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission. Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator(s) may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission:

Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.

Resubmission:

If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process /student/grievance/process/ . Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.