While most people think of counselling as a conversation between a counsellor and their client it is common to have multiple clients in the room at any one time. Therefore this unit will engage the nuances of both couples and family counselling. Specific issues faced by many couples will be noted alongside the use of Emotion-Focused Therapy to assist. When counselling families various system-based perspectives will be explored. By the conclusion of this unit you will have understood how to work with multiple clients simultaneously and learnt a variety of evidence-based strategies to elicit positive change.
Unit code: CO2005Z
Unit status: Approved (Minor revision)
Points: 18.0
Unit level: Undergraduate Level 2
Unit discipline: Counselling
Delivery Mode: Blended
Proposing College: School of Professional Practice - Counselling
Show when this unit is running| 1. | Describe how counselling one client is similar/different to counselling multiple clients at once. |
| 2. | Name common threats to the stability of a couple’s relationship and to a family system. |
| 3. | Describe common counselling frameworks used to work with couples and be able to demonstrate relevant skills. |
| 4. | Describe common counselling frameworks used to work with families and be able to demonstrate relevant skills. |
| 5. | |
| 6. |
Offering: This unit is to be taught in year 2, semester 1 (term 2).
Prerequisites: CO1005Z Introduction To Counselling
Prohibited combinations: CO2004Z Working In and With Culture
Scaffolded learning In practice: This is a collaborative way of learning that takes note of the learner’s zone of proximal development (ZPD). By repeatedly extending the learner’s ZPD they develop a comprehensive and integrated system of knowledge/skills. Scaffolded learning is achieved through the provision of online modules which clearly guide a student’s learning; through activities of increased complexity during intensives; by face-to-face seminars which are tailored to induce academic/professional growth in an ordered and coherent way; and by assessments which not only seek to identify that key knowledge/skills have been learnt, but that the student is developing an integrated understanding of counselling.
Textbook is: Capuzzi, D., & Stauffer, M. (2021). Foundations of couples, marriage, and family counselling (2nd edition). Wiley.
| Type | Description | Word count | Weight (%) |
|---|---|---|---|
| Skeleton Argument | For 5 different module “Activities” across the unit provide either: (1) a response of approx. 100 words to the question posed; or (2) a response of approx. 100 words to another student’s post. Each response will be marked as satisfactory or unsatisfactory. |
500 | 5.0 |
| Personal Reflection | For 5 different module “Reflection questions” across the unit provide either: (1) a response of approx. 100 words to the question posed; or (2) a response of approx. 100 words to another student’s post. Each response will be marked as satisfactory or unsatisfactory. |
500 | 5.0 |
| Personal Reflection | Counselling couples and families can be difficult. One reason for this is because the counsellor may be “triggered” by their own personal history or current circumstances. In thinking about your past and present relationships what sorts of clients, issues, and/or relational dynamics may cause you to struggle in session? |
1000 | 20.0 |
| Skill Demonstration | Divide into triads. Two people are to take the role of “clients” in a conflictual intimate relationship. The other person is to take the role of “counsellor”. You will swap these roles later-on. The couple is to act out appropriate relational dynamics. The counsellor is to use relevant Emotion Focused Therapy skills to assist the couple. |
1000 | 30.0 |
| Skill Demonstration | Divide into groups. One person in the group will take the role of the "counsellor". The remaining individuals (i.e., at least 3 people) will come together as a conflictual family in need of therapy for some presenting issue. Each "client" will choose a status within the family (e.g., parent, child, sibling, etc.) and a role (e.g., peacemaker, protector, etc.). In a mock session the family is to act out its relational dynamics and the counsellor is to use one form of system-based therapy incorporating appropriate skills as needed. Now swap roles so that each person in the group gets to be the counsellor. |
1000 | 30.0 |
| Book Review | In watching and analysing the work of master therapists we get all sorts of new ideas and inspirations. Therefore view a 1 hour session of a master therapist in action. This may be pertaining to couples work (e.g., Orna Guralnik) or family counselling (e.g., Salvador Minuchin). Consider what skills they use, when they are used, and how they are used. But more than this, what is the master therapist's "way of being" or "posture" towards their clients which may explain, in large part, why they are so effective? |
500 | 10.0 |
Unit approved for the University of Divinity by Prof Albert Haddad on 4 Nov, 2024
Unit record last updated: 2024-11-04 08:57:34 +1100