PC5009 - Counselling and Coaching Across the Lifespan (2021/22)
|Module specification||Module approved to run in 2021/22|
|Module title||Counselling and Coaching Across the Lifespan|
|Module level||Intermediate (05)|
|Credit rating for module||30|
|School||School of Social Sciences and Professions|
|Total study hours||300|
|Running in 2021/22||
This module will enable students to develop an appreciation and good level of understanding on core areas of counselling throughout the lifespan - from childhood to older adulthood. Focus will centre on developmental milestones throughout the life-course and factors which can precipitate adjustment difficulties. This module sets out to explore psychodynamic, humanistic and cognitive modalities in counselling practice and focuses on how intervention strategies and counselling techniques can be applied in the correct developmental context. Further reference to issues pertaining to sexuality, relationships and intimacy will be addressed. The module will also look at inter-professional health perspectives aimed at encouraging students to acknowledge that healthcare involves a multidisciplinary approach in supporting well-being and the role that counselling has in the context of other health care practices.
Counselling, psychodynamic, humanistic, cognitive, empathy, life span, adjustment, developmental milestones, prevention, intervention
Learning Outcomes LO1, LO2, LO3, LO4, LO5
Balance of independent study and scheduled teaching activity
Delivery and discussion of the module syllabi will be via interactive lectures and tutorials. In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems, students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, WebLearn and own organisation. The module will also have its own dedicated Web Learn site to enables staff and students to readily contact each other and offers an on-line support/learning.
Workshops and seminars:
Information and materials relating to the workshop will be circulated once the course has commenced. The seminars and workshops will familiarize students with various aspect of the course. All workshops will relate to lecture topics and may be tested in the examination. Hence, each student is expected to do the prior reading and consult few recommended texts and be actively involved in the seminar activities and group discussion.
The usual programme each week will comprise of a lecture followed by seminar workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work.
Students will gain core knowledge and understanding of the topics through lectures, but deeper understanding, evaluation and skill development will be promoted through directed study of recommended reading material, seminars, and online resources.
On successful completion of this module, students will:
1) Have a critical awareness of a range of core topic areas and related research in integrative counselling;
2) Be able to apply counselling skills in developmental context along with using suitable subject relevant research methods and to be able to apply them into practice;
3) Be able to demonstrate counselling skills in practice with reference to humanistic, cognitive and psychodynamic modalities in developmental and professional context
4) Be able to demonstrate an appreciation regarding the role other health care practitioners have in supporting well- being across the lifespan.
5) Be able to respect differences in pleural society and cultural values of minority groups and those from varying socioeconomic backgrounds.
Two assessments consisting of (1) a 2000-word report on the application of a particular integrative counselling modality to an existing child/adolescent case study example, which addresses learning outcomes 1,2,3 and (2) a 30-minute recorded oral presentation (power-point in groups) based on the role counsellors have in in supporting older adult clients with long term conditions in relation to other healthcare practitioners (working with older adults). This addresses learning outcome 4.
American Psychiatric Association., (APA, 2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Ed. Arlington. American Psychiatric Publishing. Washington
Goodrich, K., & Lake, M., (2015). Group Counseling with LGBTQQIA Persons Across the Life Span. Alexandria, VA: American Counseling Association. (Core)
Horten-Parker, R.J., & Brown, N.W., (2002). The Unfolding Life: Counseling Across the Lifespan. Connecticut: Greenwood Press
Juntunen, C.L., & Schwartz J.P., (2016). Counselling Across the Lifespan: Prevention and Treatment. 2nd ed. London/New York: Sage. (Core)
Kirk, H.W., Weisbrod, J.O.A., Ericson, K.A., (2003). Psychosocial and Behavioural Aspects of Medicine. Baltimore and Philadelphia. Lippincott Williams and Wilkins.
McCoyd, J.M.L & Walter, C.A., (2016). Grief and Loss Across the Lifespan. A Biopsychosocial Perspective. 2nd ed. New York. Springer Publishing Company. (Core)
Milner, J & O’Byrne, P (2003). Assessment in Counselling: theory, process and decision making. 3rd ed. Hampshire, New York, Palgrave.
Pattison, S., Robson, M., & Beynon, A., (2015). The handbook of counselling children and young people. Los Angeles/London: Sage. BACP. Core). (Core)
Smart, J., (2012). Disability Across the Developmental Lifespan. For the Rehabilitation Counsellor. New York: Springer Publishing Company. (Core)
Terry, P., (2008). Counselling and Psychotherapy for Older Adults. 2nd ed. London: Palgrave Macmillan. (Core)
Weeks, G.R., Gambesia, N., & Hertlein, K.M., (2016). A Clinicians Guide to Systemic Sex Therapy. 2nd ed. New York and London: Routledge, Taylor & Francis.