Working with Couples, Families and Children PG (10068.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-Campus |
UC - Canberra, Bruce |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Health |
| Discipline | Study level | HECS Bands |
| Discipline Of Counselling | Post Graduate Level | Band 2 2021 (Commenced Before 1 Jan 2021) Band 2 2021 (Prof Pathway Social Work- After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan 2021) |
Learning outcomes
On successful completion of this unit, students will be able to:1. Identify and analyse complex problems in the field of family therapy and formulate and implement ethical and professional solutions;
2. Demonstrate a high level of competence in a wide variety of counselling skills and be able to apply these skills in working with couples, families and/or children;
3. Demonstrate a critical in-depth understanding of major theories, models and techniques specific to the area of family therapy; and
4. Act responsibly, ethically and professionally as practitioners in the context of family therapy practice, and their obligations to the community and society.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Skills development
Personal Attributes
As students of the University they will develop the qualities of critical thinking, curiosity and reflective practice. They will use foresight, initiative and leadership, and be open to alternative perspectives. As graduates, they will continue to learn and thrive in environments of complexity, ambiguity and change.
Prerequisites
Must have passed 7743 Counselling Skills & Models PG AND 7744 Counselling Theories & Concepts PG AND 7748 Counselling Placement & Supervision PG.Corequisites
This unit is only available to students in 342JA Graduate Diploma in Counselling and 341JA Master of Counselling.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2023 | UC - Canberra, Bruce | Semester 2 | 31 July 2023 | On-Campus | Dr Rana Tayara |
| 2024 | UC - Canberra, Bruce | Semester 2 | 29 July 2024 | On-Campus | Dr Rana Tayara |
Required texts
Prescribed Text:
Gladding, S. T. (2015). Family Therapy: History, Theory and Practice. UK: Pearson Education.
Recommended texts:
Dempsey, D.& Lindsay, J. (2014). Families, Relationships & Intimate Life. (2nd Ed). Victoria: Oxford University Press.
Geldard, K. & Geldard, D. (2016). Counselling Adolescents. Los Angeles: Sage Publications
Geldard, K. & Geldard, D. (2009). Relationship Counselling for Children, Young People and Families. Los Angeles: Sage Publications.
Supplementary Reading:
Baylin, J. & Hughes, D. (2016). The Neurobiology of Attachment –Focused Therapy. New York: W.W. Norton and Company Inc.
Bird, J. (2015). Constructing the Narrative in Super-vision.Auckland: Edge Press.
Bitter, J. (2009). Theory and Practice of Family Therapy and Counselling. U.S: Brooks/Cole, Cengage Learning.
Booth, P.B. & Jernberg, A.M. (2010). Theraplay: Helping Parents and Children Build Better Relationships Through Attachment-Based Play. (3rd Ed), Chichester, UK: John Wiley & Sons Ltd.
Charles, L.L. (2016). Family Therapy in Global Humanitarian Context: Voices and Issues from the Field. Cham: Springer International Publishing.
Dallos, R., & Stedmon, J. (2009). Reflective Practice in Psychotherapy and Counselling. Maidenhead: McGraw-Hill Education.
Edwards, J. (2011). Working with Families: Guidelines & Techniques. New Jersey: John Wiley & Sons.
Gottman, J, & Silver, N. (2015). Seven Principles for Making a Marriage Work: A Practical Guide. New York: Harmony Books.
Hawkins, P, & Shohet, R. (2012). Supervision in the Helping Professions. England: Open University Press.
Hughes, D. (2009). Attachment Focused Parenting: Effective Strategies to Care for Children. U.S: Norton Professional Books.
Hughes, D. & Baylin, J. (2012). Brain-Based Parenting: The Neuroscience of Caregiving for Healthy Attachment. U.S: Norton Professional Books.
Johnson, S. (2008). Hold Me Tight: Your Guide to the Most Successful Approach to Building Loving Relationships. London: Hachette Digital Little, Brown Group.
Kelly, S. (2017). Diversity in Couple and Family Therapy: Ethnicities, Sexualities and Socioeconomics. Santa Barbara: ABC: CLIO.
Noble, C. & Day, K. (eds.) (2016). Psychotherapy & Counselling: Reflections on Practice. Australia: Oxford University Press.
Purvis, K., Cross, D & Lyons Sunshine, W. (2007). The Connected Child. New York: McGraw-Hill.
Rasheed, J., Rasheed, M. & Marley. J. (2011). Family Therapy: Models & Techniques. London: Sage Publications.
Sharry, J. (2004). Counseling Children, Adolescents and Families. London: Sage Publications.
Trotter, C. (2013). Collaborative Family Work. Sydney: Allen & Unwin.
White, M. (2007). Maps of Narrative Practice. New York: W.W, Norton & Co.
Additional readings, which are required pre-reading for classes will be available on UCLearn.
Submission of assessment items
Extensions & Late submissions
All assessment items will be submitted online via the LearnOnline (UCLearn) unit site. The first page of each assessment item should include the following information:
- Student ID:
- Assessment Name:
- Word Count (if applicable):
Written parts of assignments must be submitted in the required Times New Roman font, 1.5 to double-spaced with page numbers on each page.
Special assessment requirements
All Assignments in this unit are graded. In order to pass this unit, all assignments must be submitted and a mark of 50% or more must be reached for each assessment
Supplementary assessment
Refer to the Assessment Policy and Procedures
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Moderation of Assignments
Assessments will be moderated, as per the Faculty Moderation Procedures.
Participation requirements
The Graduate Diploma and Master of Counselling have been designed to meet the Psychotherapy and Counselling Federation of Australia (PACFA) accreditation requirements which includes 200 hours face to face learning. This translates to at least an 80% attendance in each unit. It is expected that students will attend all sessions unless prevented by illness or other unforeseen situations. In these circumstances students should notify the lecturer in advance where possible. In order to meet the required professional and educational standards students must discuss catch-up work with the lecturer when two 3 hours sessions have been missed.
Required IT skills
You must be able to word process assessments so that they are well presented, search the library data bases for relevant journal articles and access the Canvas (UC Learn) site for this unit. It is the individual student's responsibility to access appropriate help from the university IT services or the library if he or she does not have adequate skills.
In-unit costs
N/A
Work placement, internships or practicums
None
Additional information
APA referencing format is required in this unit. You will find some important information about referencing on the following website:
APA 7th ed. - UC Referencing Guide - UC Library Guides at University of Canberra (libguides.com)
