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  2. Humanistic Models of Counselling [COU0104]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Humanistic Models of Counselling

  • Unit Code

    COU0104

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The purpose of the unit is to familiarise students with the primary concerns of existential and humanistic theories of counselling. The unit will focus on the philosophical foundations of existential-phenomenology. Students will also be introduced to the work of existential practitioners and to the way in which the approach has been applied to the counselling relationship. The unit will provide an introduction and understanding of the humanistic tradition of counselling with particular reference to the work of Carl Rogers - the originator of the person-centred approach.

Equivalent Rule

Unit was previously coded COU3101, COU5104

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the link between the underlying philosophy and practice of existential counselling.
  2. Critique the core conditions of the person-centred model and their relevance to humanistic practice.
  3. Discuss the philosophical foundations of existentialism.
  4. Discuss the roots of the humanistic approach to counselling; and,

Unit Content

  1. Basic concepts of the human condition
  2. Carl Roger's humanistic theory of the self.
  3. Core conditions of person-centred-counselling.
  4. Existential practitioners.
  5. Key ideas in existential practice and the therapeutic relationship.
  6. The founders of existential philosophy (Soren Kierkegaard Edmund Husserl and Martin Heidegger).
  7. The relationship in person-centred-counselling.
  8. The roots of European existentialism.
  9. The work of Jean-Paul Sartre and Victor Frankl.

Additional Learning Experience Information

Lectures, audio-visual material, and small and large discussion groups.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentTheoretical analysis, synthesis and application50%
ExaminationFinal Examination50%
ONLINE
TypeDescriptionValue
AssignmentTheoretical analysis, synthesis and application50%
ExaminationFinal Examination50%

Text References

  • ^ Cooper, M. (2012). Existential Therapies. London: Sage.
  • Thorne, B. & Lambers, E. (1998). Person Centred Therapy. London: Sage.
  • Yalom, I. (1980). Existential Psychotherapy. New York: Basic Books.
  • Van-Deurzen-Smith, E. (1997). Everyday Mysteries. London: Routledge.
  • Spinelli, E. (1994). Demystifying Therapy. London: Constable.
  • Laing, R. (1965). The Divided-Self. London: Penguin Books.
  • Holmes, C. (2005). The Paradox of Countertransference: You and Me, Here and Now. London: Palgrave Macmillan.
  • Frankl, V. (2004). Man's Search for Meaning. An Introduction to Logotherapy. Boston: Beacon.
  • Cohn, H.W. (1997). Existential Thought and Therapeutic Practice: An Introduction to Existential Psychotherapy. London: Sage.
  • Barnett, L. & Madison, G. (2012) Existential Psychotherapy: Legacy, Vibrancy and Dialogue. London: Taylor and Francis.
  • Macquarrie, J. Existentialism. London: Penguin Books.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU0104|1|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Humanistic Models of Counselling

  • Unit Code

    COU0104

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

The purpose of the unit is to familiarise students with the primary concerns of existential and humanistic theories of counselling. The unit will focus on the philosophical foundations of existential-phenomenology. Students will also be introduced to the work of existential practitioners and to the way in which the approach has been applied to the counselling relationship. The unit will provide an introduction and understanding of the humanistic tradition of counselling with particular reference to the work of Carl Rogers - the originator of the person-centred approach.

Equivalent Rule

Unit was previously coded COU3101, COU5104

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the link between the underlying philosophy and practice of existential counselling.
  2. Critique the core conditions of the person-centred model and their relevance to humanistic practice.
  3. Discuss the philosophical foundations of existentialism.
  4. Discuss the roots of the humanistic approach to counselling; and,

Unit Content

  1. Basic concepts of the human condition
  2. Carl Roger's humanistic theory of the self.
  3. Core conditions of person-centred-counselling.
  4. Existential practitioners.
  5. Key ideas in existential practice and the therapeutic relationship.
  6. The founders of existential philosophy (Soren Kierkegaard Edmund Husserl and Martin Heidegger).
  7. The relationship in person-centred-counselling.
  8. The roots of European existentialism.
  9. The work of Jean-Paul Sartre and Victor Frankl.

Additional Learning Experience Information

Lectures, audio-visual material, and small and large discussion groups.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentTheoretical analysis, synthesis and application50%
ExaminationFinal Examination50%
ONLINE
TypeDescriptionValue
AssignmentTheoretical analysis, synthesis and application50%
ExaminationFinal Examination50%

Text References

  • ^ Cooper, M. (2012). Existential Therapies. London: Sage.
  • Barnett, L. & Madison, G. (2012) Existential Psychotherapy: Legacy, Vibrancy and Dialogue. London: Taylor and Francis.
  • Thorne, B. & Lambers, E. (1998). Person Centred Therapy. London: Sage.
  • Yalom, I. (1980). Existential Psychotherapy. New York: Basic Books.
  • Van-Deurzen-Smith, E. (1997). Everyday Mysteries. London: Routledge.
  • Macquarrie, J. Existentialism. London: Penguin Books.
  • Laing, R. (1965). The Divided-Self. London: Penguin Books.
  • Holmes, C. (2005). The Paradox of Countertransference: You and Me, Here and Now. London: Palgrave Macmillan.
  • Frankl, V. (2004). Man's Search for Meaning. An Introduction to Logotherapy. Boston: Beacon.
  • Cohn, H.W. (1997). Existential Thought and Therapeutic Practice: An Introduction to Existential Psychotherapy. London: Sage.
  • Spinelli, E. (1994). Demystifying Therapy. London: Constable.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU0104|1|2