Module XME-4043:
Counselling skills for education
Module Facts
Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 2
Organiser: Ms Sioned Lewis
Overall aims and purpose
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.
Course content
- The module introduces the theory and practice of counselling skills and how these apply to a range of educational contexts.
- 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.
- 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.
- Comparative analyses will address Wales, UK and international approaches and evidence.
- Safeguarding, ‘boundaries’, and appropriate referral mechanisms, alongside interagency working will underpin the theoretical content throughout the module.
- Students will be encouraged to explore all aspects of theory with a view to integrating techniques into their educational practice.
- Prevalence and comparisons of counselling, pastoral care and support within education.
- Student factors
- Core policy and legislation.
Assessment Criteria
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%
Learning outcomes
-
Explain and analyse relevant policy and legislation relating to counselling within educational contexts, including geographical comparisons and prevalence.
-
Demonstrate an understanding of how to build broadly therapeutic relationships within appropriate boundaries within chosen educational contexts.
-
Explain, critically evaluate and apply the key concepts of the Person Centred approach to counselling skills.
-
Critically apply counselling theory to appropriate aspects of educational practice.
Assessment Methods
Teaching and Learning Strategy
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 |
Transferable skills
- 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 sentistevely 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
Subject specific skills
- 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.
Courses including this module
Optional in courses:
- X3AA: Diploma Education Studies year 1 (DIP/ED)