Can you please do assignment 1 in this unit outline?Case study on Esther?Thank you very much:)
Unit Outline: COUN2061 - Counselling Theories 2 1 Last updated: Trimester 2 2018 Unit Outline COUN2061: Counselling Theories 2 Unit description This unit is a part of the counselling specialisation and is an extension and development of Counselling Theories 1. This unit provides an introduction to additional major counselling and psychotherapeutic methodologies, theories, and applications. Students will have opportunities to integrate their preferred theory of counselling, and deepen their understanding of the theory and practice of other major counselling theories and approaches. Students study the philosophical theories and practical application of a range of approaches to counselling. A variety of other therapeutic modification and contemporary approaches are explored throughout the study of this unit. Course(s) Bachelor of Counselling (BCouns) Bachelor of Counselling (Coaching) (BCounsCo) Core / Elective Core – BCouns Core – BcounsCo Pre-requisite/s COUN1051 Counselling Theories 1 Workload (hours per week) 9 Credit points 6 Unit learning outcomes On completion of this unit, students will be able to: a) identify and discuss key counselling models (expressive therapies, narrative, solution-focused and gestalt) b) critically evaluate how the evolution of psychotherapy has informed contemporary understandings of counselling c) apply contemporary counselling models to practice and critically reflect on their developing competence as counsellors Unit Outline: COUN2061 - Counselling Theories 2 2 Last updated: Trimester 2 2018 Textbook The textbook for this unit is: Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Boston, MA: Cengage Learning. Recommended readings The twelve sections of unit curriculum direct students to readings in the online classroom for this 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 broad. In general students are expected to: read each section of the unit carefully and make notes about 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 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. Required resources o Access to recording equipment for the practice session o Working in pairs Unit Outline: COUN2061 - Counselling Theories 2 3 Last updated: Trimester 2 2018 Face to Face hours by delivery mode: On Campus – OC: Units studied on campus are designed with 12 three hour classes, totalling 36 contact hours. 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. Blended Delivery - BD: Units offered in this mode of delivery require the student to attend: o Four synchronous sessions: 1 ¾ hour synchronous sessions: 6.45 – 8.30pm o One two day workshop: 8.30-6pm Attendance requirements Attendance requirements ensure that students in PACFA-accredited courses meet their training requirements, and that learning outcomes are met. On Campus requirements (for students studying this unit on campus) In this unit provided by the Discipline of Counselling, on-campus students are required to maintain at least 80% attendance. This means that students cannot miss more than three classes in a term. Blended Delivery requirements (for students studying this unit by Blended Delivery) Students are required to participate in 80% of all person to person learning overall (including workshops and synchronous webinars). Unit Outline: COUN2061 - Counselling Theories 2 4 Last updated: Trimester 2 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 require 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 experiences • 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: COUN2061 - Counselling Theories 2 5 Last updated: Trimester 2 2018 Contents Section 1: Introduction to Counselling Theories 2 Section 2: Gestalt Therapy Section 3: Gestalt Therapy in Practice Section 4: Narrative Therapy Section 5: Narrative Therapy in Practice Section 6: Solution-Focused Brief Therapy Section 7: Solution-Focused Brief Therapy in Practice Section 8: Family Systems Theories Section 9: Family Systems Theories in Practice Section 10: Expressive Therapies Section 11: Expressive Therapies in Practice Section 12: Case Study and Review Unit Outline: COUN2061 - Counselling Theories 2 6 Last updated: Trimester 2 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 Assessment 1: Academic Essay Read the case study on Esther and write an essay from the perspective of gestalt or narrative therapy 50% 2000 words Week 8 a) Identify and discuss a key counselling model covered in this unit Assessment 2: 2a.Practice Session: 2b.Evaluation Session: 50% Total 25% 25% 25 mins 1500 words Week 11 Week 11 a) Identify and discuss a key counselling model covered in this unit b) Critically evaluate how the evolution of psychotherapy has informed contemporary understandings of counselling; c) Apply contemporary counselling models to practice and critically reflect on their developing competence as counsellors. Unit Outline: COUN2061 - Counselling Theories 2 7 Last updated: Trimester 2 2018 Assignment 1: Academic Essay Assignment Type Weighting Word Count Date Due Academic Essay 50% 2000 words Week 8 Purpose: The purpose of this assignment is to provide an opportunity to integrate knowledge and apply a theoretical and practical understanding gestalt or narrative therapy to a case study. Process: Read the case study below and write an essay explaining how a counsellor might understand and work with this client from the perspective of gestalt or narrative therapy. Case study Esther is a woman aged in her 50s who comes to you because she has been unemployed for six months after she was made redundant. She has described feeling down in recent weeks as her job search has dragged on. She said she used to be someone who looked forward to work and who had felt really proud of her achievements. Esther said she that whilst initially she really enjoyed having more free time, she was now becoming increasingly anxious that she would never find work again. She said she is beginning to doubt her capabilities and is afraid that she will be “left on the scrap heap”. She has noticed that she is thinking negatively of herself and her situation. Her main goal in therapy is to reduce her anxiety and maintain her self-confidence. She has come to you because she has heard that counselling can help people feel good about themselves, and this is something she feels she needs help with. She says “I need to get back my enthusiasm for my life and I need to start liking myself again, rather than criticising myself and everything around me all the time”. Your Academic Essay will need to include: an overview of the principles and goals of the approach you have chosen an explanation of how Esther could be understood from the perspective of your chosen approach a description of how a counsellor might work with Esther using your chosen approach examples of questions or dialogue that might be involved in taking this approach an evaluation of the advantages and disadvantages of taking this approach with Esther reference to relevant literature, linking your ideas to theory discussed in the unit Unit Outline: COUN2061 - Counselling Theories 2 8 Last updated: Trimester 2 2018 Marking Criteria – Academic Essay N o t S a ti sf a c to ry S a ti sf a c to ry G o o d V e ry g o o d O u ts ta n d in g Content 1. Overview provided of the principles and goals of the chosen approach 2. An explanation provided of how Esther could be understood from the perspective of your chosen approach 3. A description provided of how a counsellor using the chosen approach might work with Esther 4. Examples provided of questions or dialogue that might be involved in taking this approach 5. The advantages