成人大片

Course Coordinator: Ann Ibrahim
Lecturer, School of Public Health
Phone:08 8313 4999
Email: ann.ibrahim@adelaide.edu.au

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

1.	Communicate an integrated understanding of key Emotion Focused Therapy theoretical principles as informed by Emotion Theory
2.	Formulate succinct hypotheses connecting client issues, core emotion schemes, problematic emotional processing styles, and relevant interventions
3.	Synthesise Emotion Focused Therapy knowledge and application, demonstrating sound practice of the counselling process and sequence whilst maintaining a client focus
4.	Critically appraise Emotion Focused Therapy counselling practice demonstrating advanced levels of self-awareness regarding strengths and areas for ongoing learning and growth
5.	Demonstrate a consistently high level of ethical practice of counselling supported by Neohumanistic principles, substantiating the use of interventions with recourse to Emotion Focused Therapy theory.

Greenberg, L. S. (2015). Emotion-focused therapy: Coaching clients to work through their feelings (2nd ed.). APA.

Goldman, R. N., & Greenberg, L. S. (2014). Case Formulation in Emotion-Focused Therapy: Co-creating Clinical Maps for Change. APA.

Elliott, R., Watson, J. C., Greenberg, L., & Goldman, R. (2003). Learning emotion focused psychotherapy: The process-experiential approach to change. APA.

Selected online resources, including journal articles, videos and reading lists will be disseminated via MyUni.

MyUni is used extensively for announcements, discussion boards, recordings of seminar/workshops and practicals, external web-links, readings, details of assignments, as well as online quizzes and essay submission. Material will be sequentially released in line with the teaching and learning activities in each week.

The aim of this course is to enable students to develop a clear understanding of EFT theory, case formulation, and the core counselling interventions in EFT. Students will be encouraged to reflect on their own practice.

During the class sessions, didactic material and experiential learning are integrated to introduce theoretical and practice concepts and illustrate their use. Scaffolded skill learning in triads with formative feedback provided by the lecturer/tutor will form a significant part of the face to face learning. Watching videos of counselling sessions and understanding the microprocesses within marker guided task interventions, as well as application of the EFT 3-stage, 14-step case formulation model will be undertaken in a collaborative context.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The course comprises 5 full day workshop sessions over a 3 week period in Winter School. Sessions will employ a range of learning activities to facilitate integration and understanding of the content presented. In addition to didactic content, a range of workshop, discussion-based practices and small group skills-based activities will be employed. Due to the highly interactive and practical nature of these workshops, full attendance is required. 

Essential readings will be set prior to, during, and following the winter school workshops. It is expected that students will have read and engaged with these before each session. If you do not do the essential reading/s, you may find it difficult to follow and contribute to both group discussions and practice sessions. In addition, assessment work will require engagement with these requied readings.

The workload set for this course is made up as follows:
• Face to Face workshops and practical session: 9.30am - 4.30pm for 5 days 
• Core/background readings: 5 hours / week
• Preparation of assignments: 4 hours / week

The following topics will be covered during the 5 workshop days.

Topic	Key learning
Introduction to Emotion Focused Therapy	Course overview Historical development of Emotion Focused Therapy grounded in Neohumanistic principles and affective neuroscience
Theoretical principles	Understanding the key aspects of Emotion Theory that inform EFT work including: - Emotion schemes - Emotion regulation - Emotion response types - Dialectical constructivism
Foundational skills	Developing foundational therapeutic skills including: - Fostering an experiential focus using the skills of empathic responding - Exploring and evoking emotion schemes - Recognising emotion types and how to work with them
Marker guided task interventions	An introduction to problematic emotional processing markers and their related interventions
Using marker guided task interventions	Understanding the principles and process in enacting key marker guided task interventions including: - Empty chair work - Two chair work for a self-evaluative split - Two chair enactment for self-interruption processes - Systematic evocative unfolding - Emotion regulation interventions - Self-soothing dialogue
Case formulation	Working with EFT's 3 stage, 14 step case formulation model

Full attendance is required at all workshop sessions.

Assessment Task	Assessment Type	Weighting	Learning Outcomes
EFT Theory multiple choice quiz	Summative	20	1, 2
Case conceptualisation paper	Summative	30	2, 3
Practical assessment	Formative & Summative	40	3, 4, 5
Participation	Summative	10	1-5

EFT Theory Multiple Choice Online Quiz (Weighting 20%)
Students will answer an online multiple-choice quiz to demonstrate an integrated understanding of Emotion Focused Therapy theory.

2000 Word Case Conceptualisation Written paper (Weighting 30%)
Using EFT’s 3-stage, 14-step case formulation model, students will create a case conceptualisation based on a video recording of an EFT counselling session.

Practical Assessment (Weighting 40%)
During the 5 day workshop, students will be observed in triad practice with their peers by a tutor. Immediate feedback will be provided on their application of skills informed by theory which constitutes the formative component of this assessment. In the 3rd week of the course following the 5 day workshop, students will conduct a practical counselling session with a fellow student as their client demonstrating the effective and appropriate use of empathic responding and 1 marker guided task intervention. This will be assessed live with their assessor present and is the summative component of this assessment.

Participation (Weighting 10%)
Students will attend and engage in workshop activities, demonstrating respectful engagement and cooperation with their lecturers and fellow students, and completion of practice-based learning tasks. Further opportunities to demonstrate participation will be available through contribution to online discussion via the Discussion Board on MyUni.

Submission of Assignments
The quiz and case formulation assignment will be submitted through MyUni. Feedback for the practical assessment will be provided via an online rubric on 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 asessment 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.