UNIT OUTLINE COUN5201: Counselling Skills and Models Discipline of Counselling Document Name Unit Outline COUN5201 Counselling Skills and Models Responsibility Academic Dean Version UO COUN5201.V1 1...

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UNIT OUTLINE

COUN5201: Counselling Skills and
Models
Discipline of Counselling
Document Name Unit Outline COUN5201 Counselling Skills and Models
Responsibility Academic Dean
Version UO COUN5201.V1
1

Unit Outline: COUN5201 Counselling Skills and Models V1.0 (27/01/2022)
1. Unit description

This unit examines the background and applications of a range of contemporary counselling theories
and models. Students develop advanced counselling skills, and further develop their understanding
and application of case conceptualisation and assessment. This unit encourages students to develop
an evidence-based integrative approach to counselling responsive to client presentations.
ACAP classes are an open space for the critical and civil exchange of ideas, and this Unit will include
topics that may be difficult for you to confront or discuss.
If you feel uncomfortable discussing certain content during class, please seek the support of your
educator or fellow students in the first instance.
Additional free and confidential counselling support is available on all ACAP campuses. Please visit
https://www.acap.edu.au/current-students/services-and-support/counselling-support/ for further
information on the ACAP Counselling Support Service and external supports including Lifeline,
Beyond Blue, MensLine, and others.
2. Unit Information
Unit level and type Level 500 (2nd year), Core
Credit point value
8 (out of a total 96)

Prerequisites
All year 1 units: COUN5131; COUN5141; COUN5151;
COUN5161; COUN5171; COUN5831
Co-requisites N/A
Equivalent Units N/A
Delivery modes On-campus and Blended
Course Graduate Diploma of Counselling (GradDipCouns)
https://www.acap.edu.au/current-students/services-and-support/counselling-support/
2

Unit Outline: COUN5201 Counselling Skills and Models V1.0 (27/01/2022)
3. Development of Learning Outcomes and Graduate Attributes
3.1 Unit Learning Outcomes
This unit, COUN5201, covers the learning required to deliver the following Unit Learning Outcomes:
a) Review, interpret, integrate, synthesise and apply an advanced theoretical knowledge of a
range of contemporary counselling theories and models
b) Critically analyse, evaluate and ethically apply information to develop an evidence-based
integrative approach to counselling responsive to client presentations.
c) Competently apply and transmit advanced knowledge and skills to effectively demonstrate
sophisticated levels of self-reflexivity, autonomy and adaptability.
d) Demonstrate an advanced capacity to critically analyse, synthesise and communicate ideas
at an advanced academic level, using contemporary communication approaches.
3.2 Course Learning Outcomes
This unit, COUN5201, covers the learning required to deliver the following Course Learning
Outcomes:
1. Review, interpret, integrate, synthesise and apply an advanced theoretical knowledge of a
range of theories, models and frameworks influencing contemporary counselling, mental
health and wellbeing practice.
2. Critically analyse, evaluate and apply information to complete a range of activities in
counselling, with a commitment to the principles of ethical practice, social justice and
sustainability.
3. Professionally apply and transmit advanced knowledge to effectively demonstrate
sophisticated levels of self-reflexivity, autonomy and adaptability, with diverse populations
within multiple service provision contexts.
4. Demonstrate an advanced capacity to critically analyse, synthesise and communicate ideas
at an advanced academic level, using contemporary communication approaches
3.3 ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following
ACAP Graduate Attributes:
• GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts
and through multiple modalities
• GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop
knowledge and skills over their lifetime
• GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond
constructively across diverse settings
• GA4 ENGAGE: Engage effectively with contemporary and traditional knowledge across
multiple contexts
• GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and
professional wellbeing when responding to challenges and opportunities
• GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of
opportunity
• GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice
• GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams,
groups and communities
• GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a
sustainable global future
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Unit Outline: COUN5201 Counselling Skills and Models V1.0 (27/01/2022)
4. Learning and Teaching Process
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. For example, this outline does
include reference to diverse individuals and diverse groups of individuals. Diversity can encompass
but is not limited to: individuals identified with atypical and typical behaviours; Aboriginal and Torres
Strait Islander peoples; LGBTIQ+ peoples; culturally and linguistically diverse peoples; individuals
with chronological / lifespan status; individuals with learning differences; individuals with different
family backgrounds and history.
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 on 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.
Learning activities are set in each section of the unit to give opportunities for further learning. These
activities include self-inventories, quizzes, video activities, exercises, case studies and reflection
activities. These activities do not need to be sent to the academic teacher for marking. However,
valuable learning opportunities will be missed by not engaging with the activities.
In this Unit students will engage in 36 hours of teacher directed and student directed activities
throughout the trimester. These 36 hours are inclusive of all modes of delivery – on campus, online,
blended, and synchronous (coaching).
Students are also expected to engage in at least 12 hours per week of independent study throughout
the trimester.
The workload may include regular weekly learning tasks, attending classes (face-to-face / online),
online activities, completing readings, hurdle task activities, researching module topics, and
completing prescribed assessment tasks. Students will be required to be proactive and self-directed in
their learning, sourcing information as required, especially from the sources available through the
Moodle site.
Self-assessment
There are self-assessment questions at the end of each section to test students’ understanding of the
section’s content. Students should write down what they remember before going back to review the
relevant material in the section. Some of the questions will require more than simple recall; others will
require synthesis of the students’ learning on different topics or from different sources of information.
Real learning is more than remembering what has been read. It involves students making this
knowledge their own by:
• reflecting
• questioning
• relating theory to experience
• integrating a number of readings on a particular topic or concept
• paraphrasing
4

Unit Outline: COUN5201 Counselling Skills and Models V1.0 (27/01/2022)
5. Student Attendance: Counselling
In the Discipline of Counselling, 100% attendance is expected, with a minimum mandatory 80%
attendance across the components specified in the relevant descriptions.

This unit is On-Campus and Blended.

On-Campus

Fortnightly 60-minute lectures to be livestreamed and recorded weeks 1, 3, 5, Break Week/No
Classes, 8, 10, 12.

Fortnightly On-Campus scheduled 120-minute interactive tutorials weeks 1, 3, 5, Break Week / No
Classes, 8, 10, 12.

Fortnightly On-Campus scheduled 180-minute interactive tutorials weeks 2, 4, 6, Break Week / No
Classes, 9, 11, 13.
Attendance requirements are only associated with tutorials.

When students enrol in this modality they are enrolling in the livestreamed national lecture, and the
tutorials on their local campus.

The fortnightly 60-minute livestreamed lecture will be the same for On-Campus students and Blended
students enrolled in the same unit.

Blended

Fortnightly 60-minute lecture to be livestreamed and recorded weeks, 1, 3, 5, Break Week / No
Classes, 8, 10, 12.

Fortnightly Online scheduled 120-minute interactive tutorial weeks 1, 3, 5, Break Week / No
Classes, 8, 10, 12.

Fortnightly Online scheduled 120-minute consultation drop-in sessions starting weeks 2, 4, 6, Break
Week / No Classes, 9, 11, 13.
Consultation drop-in sessions are organised in the same timeslot as the online interactive tutorials.

On-Campus 2-day interactive skills training workshop scheduled during the trimester.

Attendance requirements are only associated with tutorials and workshop.

When students enrol in this modality they are enrolling in the national lecture, the tutorials and the 2-
day workshops on their local campus.

The fortnightly 60-minute livestreamed lecture will be the same for On-Campus students and Blended
students enrolled in the same unit.

A quick guide to important assessment issues in this subject
You must meet the attendance requirements for the mode of delivery that you
are studying, as detailed in this Unit Outline.
Yes
Submit all assessment in the designated timeframe. Yes
Pass all assessment tasks in order to pass the unit overall. Yes
5

Unit Outline: COUN5201 Counselling Skills and Models V1.0 (27/01/2022)
5.1 Trimester Key dates
The Trimester Key Dates can be accessed at https://www.acap.edu.au/current-students/key-dates/
6. Weekly Schedule
Week Topic Assessment
1.
Introduction and
Third wave theories and practice
• Acceptance Commitment Therapy
(ACT)
Mindfulness-based therapies: MBCT and
MBSR
2.
Third wave theories and practice
• Dialectical Behaviour Therapy (DBT)
Metacognitive Therapy (MCT)
3.
Advanced case conceptualisation and skills
• Cognitive-Behaviour-Therapy (CBT)
Dialectical Behaviour Therapy (DBT
4. Postmodern approaches
Answered 13 days AfterMar 15, 2022

Answer To: UNIT OUTLINE COUN5201: Counselling Skills and Models Discipline of Counselling Document Name Unit...

Shubham answered on Mar 29 2022
49 Votes
Running Head: DISCIPLINE OF COUNSELLING                        1
DISCIPLINE OF COUNSELLING                                12
COUN5201: COUNSELLING SKILLS AND MODELS
DISCIPLINE OF COUNSELLING
Table of Contents
Introduction    4
CBT as a Combination of Cognitive Therapy and Behavioural Therapy    4
Cognitive Therapy    4
Behavioural Therapy    4
Goals of CBT    5
Philosophical Framework    5
Logic:    5
Acceptance:    5
Control:    6
View of Mental Health and Ill Health    6
Thesis Statement    7
Critical Analysis    7
Relation bet
ween CBT and Mental and Ill Health    8
SMART Goals:    8
Guided Discovery and Questioning:    8
Journaling:    8
Self-Talk:    8
Cognitive Restructuring:    8
Thought Recording:    9
Positive Activities:    9
Situation Exposure:    9
Interventions    9
i. Internet Based Intervention:    9
ii. Scope of Improvement:    10
iii. Ultra-Brief Cognitive Behavioural Intervention:    10
iv. Transdiagnostic and Modular Approaches:    10
v. Behavioural Intervention:    11
Conclusion    11
References    12
Introduction
Cognitive behavioural therapy (CBT) is a way of dealing with emotional and negative patterns of thinking and behaviours. The concept emerged in 1960s and since then new researches and adaptations in the practices have made it popular choice for treatment. Dr Aaron Beck is considered the father of cognitive therapy.
As a therapy, it is used to treat different emotional and mental health problems, which includes anxiety, stress and depression (Better Health Channel, 2020). With it, such thoughts are identified, which are not helpful to an individual and can be treat by learning and applying self-help strategies. These strategies are effective enough to
ing positive changes in life.
If an individual is not able to achieve goals in life or any kind of unhelpful thought is preventing from such act then CBT proves to be beneficial. It removes negative thinking and let the individual feel good about themselves (Better Health Channel, 2020). Negative thinking is a kind of habit when inculcated in thinking system it prevents a person from achieving future goals of life.
CBT as a Combination of Cognitive Therapy and Behavioural Therapy
Cognitive Therapy
Cognitive therapy focuses on thoughts of people and the ways, in which it affects their emotional, physiological and behavioural reactions to stressful and demanding situations. 
Behavioural Therapy
It engages people in adaptive practices, which influences their experiences and their actions towards those experiences. For instance, a person’s response to a stimulus can be negative due to experiences. With the help of behavioural therapy, that response is converted to positive reaction because the same negative result will not always occur in life.
Goals of CBT
· It helps to spread self-awareness and the increase emotional intelligence. The ability to distinguish between healthy and unhealthy feelings and understand the emotions is being stressed by it.
· It helps patients to understand that distorted thoughts and perceptions are painful
· With an aim to examine the problem and provide a solution the symptoms are gradually reduced
· To cure distorted thinking by self-control measures
· By strengthening the positive core beliefs, a preventive method is introduced to cure emotional distress and suffering and infuse personal growth.
Philosophical Framework
Cognitive behavioural therapy has no metaphysical component present in it but it is used as one of the powerful therapeutic tools. Its philosophical framework is inspired by Stoicism and can be divided into three parts:
Logic:
It is believed that between an impression and action there is human mind, which act as an intermediary to decide between faulty and accurate use of logic. Logic is based on natural law where illogical and false belief do not exists (Robertson, 2018). It helps to realign oneself so that suffering can be ended and internal reflection relates to nature.
Acceptance:
It is necessary to accept the law of nature for instance, death, pain and misfortune. In order to lead a satisfied life it is important to accept so
ows, ho
ors, happiness and beauties with equal grace. Rather oscillating between too pessimistic and too optimistic beliefs it is good to stay at neutral level. It helps to avoid rigid expectations and take locus of control in own hands.
Control:
As a human being, one cannot have control over all circumstances such as how people treat each other, reputation in the society or a disagreement between two parties. On the other hand, human can control his own personal beliefs and thoughts (Dozois, Dobson & Rnic, 2019). It is important to channelize the energy and make best use of opportunities available around in order to influence the world in a positive manner.
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