Effectively analyse and apply the person centred model to the use of counselling skills Synthesise ideas, concepts and information towards a personal understanding of key issues in the practice of counselling skills. Evaluate own values, beliefs, assumptions and attitudes Analyse, with guidance, key issues relevant to social myths and counselling contexts Accommodate to new principles and understandings Question concepts and theories encountered in study Use a of learning resources Discuss ethical issues in relation to personal beliefs and values Class exercises and discussion Tutorial/seminar discussions Feedback via coursework assessment process and student seminar presentations None 1, 4, 6, & 8 Coursework Oral presentation Case study analysis COUC 110 111,112, 113,114, 115 Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional counselling practice and writing essays. Sociology Honours degree benchmarks 6.3.5 and 6.3.6 Educational Studies application benchmark statements Psychology benchmark statements 6.c.i.
Category Element Component Name Component Weighting Comments include to learning objectives Coursework C1 Written Assignment Presentation 50% 50% Total = 100% Practical P_ % = 100% Updated by: Malachy Dunne Date: 25/08/16 Approved by: HE Operations Date: 25/08/16 Recommended and Sources: SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: COUC112 MODULE TITLE: Counselling Contexts CREDITS: 20 FHEQ Level: 4 JACS CODE: B940 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No SHORT MODULE DESCRIPTOR: (max 425 characters) The module requires student to consider various psychological and sociological explanations of what it means to be a person in a social world and to begin to consider how they might apply to counselling practice. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne Professional body minimum pass mark requirement: N/A MODULE AIMS: To introduce students to an exploration of the nature of the individual in a social context from a variety of perspectives and to encourage discussion of in relation to the theory and practice of person centred counselling. ASSESSED LEARNING OUTCOMES: (additional guidance
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % = 100% Coursework C1 Portfolio 100% Total = 100% To cover all ALOs Practical P_ % Total = 100% Updated by: Malachy Dunne Date: 25/08/16 Approved by: HE Operations Date: 25/08/16 Recommended and Sources: Appendix 2 Map of Key Graduate Attributes and Skills Intended Learning Outcomes Map Intended Learning Outcomes Map Certificate 1 Graduate Attributes and Skills 2 3 4 Core Programme Intended Learning Outcomes Aim Subject Benchmark Related Core Modules Knowledge/ Understanding Knowledge of the core model of Person-Centred counselling within the context of other counselling approaches Knowledge of counselling paradigms The BACP Ethical Framework for Good Practice in Counselling and Psychotherapy The person centred concept of Self issues of relevance to the field of counselling Counselling contexts 1, 4, 7, 8 are no specific subject benchmarks for this area; Sociology Honours degree benchmarks And 6.1.2 Educational Studies knowledge and understanding benchmark statements COUC 110 111,112, 113,114, 115
Cognitive / Intellectual Skills Effectively analyse and apply the person centred model to the use of counselling skills Synthesise ideas, concepts and information towards a personal understanding of key issues in the practice of counselling skills. Evaluate own values, beliefs, assumptions and attitudes Analyse, with guidance, key issues relevant to social myths and counselling contexts Accommodate to new principles and understandings Question concepts and theories encountered in study Use a range of learning resources Discuss ethical issues in relation to personal beliefs and values 1, 4, 6, & 8 There are no specific subject benchmarks for this area. Sociology Honours degree benchmarks 6.2.1, 6.2.2. 6.2.3 and 6.2.4 Educational Studies reflection benchmark statements COUC 110 111,112, 113,114, 115 Key / Transferable Skills Communicate effectively within the learning group Demonstrate a capacity for relating to others with respect, empathy and congruence Demonstrate awareness of own internal process Meet obligations to others in the self and peer assessment processes Meet obligations to self through the monitoring of a personal contract Evaluate strengths and weaknesses within the criteria agreed Give and receive feedback 1, 2, 3, 5, 6 & 7 are no specific subject benchmarks for this area. Sociology Honours degree benchmarks 6.3.5 and 6.3.6 Educational Studies application benchmark statements Psychology benchmark statements COUC 110 111,112, 113,114, 115 Practical Skills Effectively use a range of counselling skills with a variety of peer-clients and within structures appropriate to their workplace or voluntary activities Assess current professional competence Identify and understand a code of ethical practice appropriate to their work setting Keep a log of counselling skills practice Identify, reflect on and evaluate use of counselling skills through the use of session studies Engage in collaborative relationships with peers in home groups and other learning situations Identify appropriate sources for referral purposes Plan for continuous professional development 1, 2, 3 & 5 are no specific subject benchmarks for this area; Psychology benchmark statements 6.d.i. Educational Studies application benchmark statements COUC 110 111,112, 113,114, 115