Run by School of Educational Sciences

30.000 Credits or 15.000 ECTS Credits

Semester 2

Organiser: Ms Sioned Lewis

The aim of this module is for the learner to gain knowledge and understanding of evidence-based counselling theory and skills and to identify and apply these appropriately to aspects of practice within their own educational setting.

1. The module introduces the theory and practice of counselling skills and how these apply to a range of educational contexts.
2. Theoretical models are examined, alongside contemporary themes and drivers in education such as demographic analyses, pastoral care, vulnerability, school counselling, group work, behaviour management and multidisciplinary approaches.
3. Delivery will focus on counselling approaches and skills transferable to Educational settings and the identification of how their application may enhance teaching practice and relationships.
4. Comparative analyses will address Wales, UK and international approaches and evidence.
5. Safeguarding, ‘boundaries’, and appropriate referral mechanisms, alongside interagency working will underpin the theoretical content throughout the module.
6. Students will be encouraged to explore all aspects of theory with a view to integrating techniques into their educational practice.
7. Prevalence and comparisons of counselling, pastoral care and support within education.
8. Student factors
9. Core policy and legislation.

good

Good - at this level students show good insight, offer sustained and relevant analysis. Assignments are well researched and referenced , written with a clear structure and style. Assignment mark range - 60% - 69%

threshold

Threshold - at this level students show evidence of planning which leads to a satisfactory assignment structure, satisfactory understanding of theories and analysis, and appropriate use of research. Arguments are supported by appropriate evidence. Assignment mark range - 50%- 59%

excellent

Excellent - at this level students demonstrate excellence in power of analysis, argument and originality. Students also demonstrate excellent organisation, use a wide range of research and stylistic quality. Assignment mark range - 70%

1. Explain and analyse relevant policy and legislation relating to counselling within educational contexts, including geographical comparisons and prevalence.

2. Demonstrate an understanding of how to build broadly therapeutic relationships within appropriate boundaries within chosen educational contexts.

3. Explain, critically evaluate and apply the key concepts of the Person Centred approach to counselling skills.

4. Critically apply counselling theory to appropriate aspects of educational practice.

Type	Name	Description	Weight
	Poster and presentation		40.00
	Essay on the application of theory and skills		60.00

		Hours
Private study	Private Study – reading time, preparing and taking assessments (265 hours)	265
Lecture	Contact Time – in the classroom or fieldwork Teaching Strategy: lectures: 35 hours (7 hours x five one day weekend sessions). These sessions will include formal lecturing, small group work, presentations and discussions.	35

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• Adapt and transfer ideas from one educational context to another.
• Identify problems, evaluate solutions and critique research associated with educational practice.
• Acquire and analyse data in an educational context.
• Adopt an ethically sound approach to research with children and vulnerable adults.

Optional in courses:

• X3AA: Diploma Education Studies year 1 (DIP/ED)
• X3AB: MA Education Studies (part-time) year 1 (MA/ED)
• X3AN: MA Education Studies year 1 (MA/EDST)
• X3BG: MA Education Studies (12-months) year 1 (MA/EST)