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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.
This unit introduces students to skills, theories and techniques for working with children and adolescents in a counselling setting. Developmental psychology and an ecological systems perspective for assessment and intervention will be examined, including measures to facilitate effective collaboration with children, families, and their social and cultural networks. An emphasis on strengths-based, child safe practices will be presented, highlighting the critical importance of delivering culturally and developmentally appropriate interventions in the best interest of the child. Students will critically review the numerous, unique, legal and ethical concerns relating to counselling children and adolescents, including informed consent, types of confidentiality, sharing information with parents, mandatory reporting, subpoenas and delivery of interventions through digital technologies.
Students undertake this unit in an accelerated delivery mode over 6 weeks.
On completion of this unit students should be able to:
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 School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Essay | Self-reflection on working with children | 20% |
| Case Study | Presentation of theories and techniques | 40% |
| Case Study | How social context influences assessment | 40% |
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.
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:
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.
COU6509|1|1
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.
This unit introduces students to skills, theories and techniques for working with children and adolescents in a counselling setting. Developmental psychology and an ecological systems perspective for assessment and intervention will be examined, including measures to facilitate effective collaboration with children, families, and their social and cultural networks. An emphasis on strengths-based, child safe practices will be presented, highlighting the critical importance of delivering culturally and developmentally appropriate interventions in the best interest of the child. Students will critically review the numerous, unique, legal and ethical concerns relating to counselling children and adolescents, including informed consent, types of confidentiality, sharing information with parents, mandatory reporting, subpoenas and delivery of interventions through digital technologies.
Students undertake this unit in an accelerated delivery mode over 6 weeks.
On completion of this unit students should be able to:
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 School Progression Panel.
| Type | Description | Value |
|---|---|---|
| Essay | Self-reflection on working with children | 20% |
| Case Study | Presentation of theories and techniques | 40% |
| Case Study | How social context influences assessment | 40% |
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.
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:
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.
COU6509|1|2