The module will involve the students in active group learning, sharing some of their own experiences with other group members. The importance of listening and communication skills for community development and youth work practice requires the module to design in opportunities for students to practice the above. The module aims to develop their counselling skills to work more effectively in one to one situations whilst emphasising it as a tool for self-development. Therefore one to work with peer feedback features heavily as teaching and learning strategy. The pedagogic approach applied will emphasise students’ active engagement with their own learning. Although sessions will include tutor presentation of material, time in class will mainly involve hands- on engagement with learning a range of skills e.g. listening, body language and general communication skills. Students will be encouraged to share their experiences and explore their values and emotions and will present, in different ways, their ideas and analyses individually, in pairs, triads, small groups and the whole class. 5. Intended learning outcomes A. Knowledge and understanding Learning and teaching strategy At the end of the module, learners will: 4A7: be able to identify key concepts and principles in counselling and understand how they inform interventions in different professional contexts. 4A8: understand that power operates within the personal and professional spheres and that it can empower or oppress. The learning and teaching strategy will initially ion tutor input using a variety of mediums to convey key knowledge and understanding about the various different schools of counselling and psychology relevant to community development and youth work practice. The practice of listening and counselling skills though e.g. role play will draw out understanding of the everyday nature of power and how it is expressed and the responses it engenders. B. Cognitive skills Learning and teaching strategy At the end of the module, learners will be able to: 4B6: reflect on the use of power within one to one relationships and groups Reflection on listening and counselling skills though e.g. role play will draw out understanding of the everyday nature of power and how it is expressed and the responses it engenders to improve student reflexivity.
4B7: appreciate the complexity of people’s value bases and identify and examine the issues and dilemmas arising from this complexity C. Practical and professional skills Learning and teaching strategy At the end of the module, learners will be able to: 4C7: apply person centred techniques and counselling principles in practice e.g. paraphrasing, reflecting on feelings, active listening. 4C8: reflect and develop self-awareness Students will be able to develop their practical and professional skills by observing the modelling by tutors and practicing their own skills through the process of counselling and realising its application within the group setting. D Key transferable skills Learning and teaching strategy At the end of the module, learners will be able to: 4D4: be able to actively listen and be aware of the importance of communication through body language The learning and teaching strategy will focus on the practice of listening skills and the role of body language in communication though one to one work, triads and small group work with tutor an peer feedback.. 6. Indicative content. This module will examine: Key theories from the of psychology and their relevance for community development and youth work What is Counselling? Eurocentric and world approaches to counselling. Person-centred/humanistic approaches, Cognitive-behavioural approaches, Psychodynamic approaches &Integrative approaches, Egan’s 3 stage model of counselling. Exploring Existential, Transcultural, Gestalt and the myriad forms of counselling that exist and the contexts in which they are applied. The key skills of paraphrasing, reflecting feelings, communication and active listening skills Where group work skills and counselling meet / diverge? Issues of power and anti-oppressive practice, addressing diversity issues (gender, race, sexualities) within counselling relationships Foundations of Professional Practice - ethics, values and responsibilities
Week 8 6th March Small Group Presentation Week 9 13th March Individual Practice Week 10 20th March Individual Practice Week 11-14 27th March – 21st April Easter Break (No Classes) – Week 15 24th April Individual Practice/Presentation Week 16 1st May Socialist Bank Holiday (No classes) Week 17 8th May Presentation Week 18 15th May Presentation Week 19 22nd May Evaluation of Module 10. Key reading list Author Year Title Publisher Location Clarkson, P 2000 Gestalt Counselling in Action 2nd Ed Sage London Davies, Dominic and Neal, C. 1996 Pink Therapy: a guide for counsellors and the therapists working with lesbian, gay and bisexual clients. OUP Buckingham Kareem, J and Littlewood, R 2000 Intercultural Therapy 2nd. Edition Blackwell Science Oxford Buckingham Lago, C. and Smith, B. 2003 Anti-discriminatory Counselling Practice. Sage London Mearns D.and Thorne B 2007 Person Centred Counselling in Action, 3rd Edition Sage London Sanders, P. 2002 First Steps in Counselling. A student’s companion for introductory courses. PCCS Books. Basingstoke Van Dreuzen 2012 Existential Counselling and Psychotherapy in Practice Sage. London Walz,G,R & Benjamin, L 1983 Transcultural Counselling Human Sciences London 11. Other indicative text (e.g. websites) Ruskin Intranet & Module Reader