University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTLGDB-20-1

Title:

Counselling and Related Skills for reducing barriers to learning

Version:

4

Level:

1

UWE Credit Rating:

20

ECTS Credit Rating:

10

Module Type:

Standard

Owning Faculty:

Social Sciences and Humanities

Field:

Secondary Education and Lifelong Learning

Field Leader (see guidance notes)

 

Valid From:

September 2008

Discontinued From:

 

Contributes Towards: (see guidance notes)

Cert HE (Learning Support)

Dip HE (Learning Support)

Cert HE (Learning Mentor)

Dip HE (Learning Mentor)

Foundation Degrees Higher Level Teaching Assistants

Foundation Degrees Supporting Teaching and Learning in Further Education

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

UTCGDB-20-2

Learning outcomes:

Upon the completion of this module the participant will have

• been introduced to various models of counselling and become familiar with those that seem appropriate to the mentor role (A,B);

• discussed issues relating to counselling within a school environment and tensions that may arise around confidentiality and record keeping (A,B);

• identified and understood the skills required for active listening (A,B);

• the capability to adopt an ethical stance in relation to their practices (B);

• the ability to make informed judgements (B);

• the ability to organise and present ideas and information coherently (A);

• the ability to communicate effectively, including the capacity to communicate the processes and outcomes of their learning (A);

• the ability to work effectively in collaboration with others;

• discursive skills.

Syllabus outline:

The content of the module will be drawn from the following:

• Explore the development of counselling as a therapy, and understand the difference between major models of counselling

• Experience and role play counselling and active listening

• Explore the tensions around issues of confidentiality in a school environment

• Evaluate the role of counselling within the professional practice of a learning mentor

Teaching and learning methods:

The module will be delivered through a mixture of methods, including lectures, seminars, video presentations and role play. Active participation by the student group will be encouraged throughout. Visiting lecturers experienced in specific aspects of the module content will be invited to contribute as appropriate.

Reading Strategy

There will be a set text which students are expected to buy. Other essential reading will be provided electronically or as printed study packs. Further reading is not essential for this module, but students will be encouraged to explore at least one of the titles held in the library on this topic. A current list of such titles will be given in the module handbook and revised annually.

Indicative Reading List

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

GARNER,P. & SANDOW,S (1995) Advocacy, Self Advocacy and Special Needs, London, Fulton

LUXMOOR, N. (2000) Listening To Young People in School, Youth Work & Counselling, London, Jessica Kingsley.

MABEY, J. (1995) Counselling For Young People, Buckingham, Open University.

MACCONVILLE, R. (2006)Teaching peer support for caring and cooperation : a six-step method : talk time London: Paul Chapman    

MILES, S. (2000) Youth Lifestyles In A Changing World, Buckingham, Open University.

REID, M. & HAMMERSLEY, R. (2000) Communicating Successfully In Groups, London, Routledge.

SEDEN, J. (1999) Counselling Skills In Social Work Practice, Buckingham, Open University.

THOMPSON, N. (1996) People Skills, Macmillan.

WHEAL, A. (1998) Adolescence: Positive Approaches To Working With Young People, Lyme Regis, Russell House Publishing.

www.connexions.gov.uk

www.nya.org.uk

Assessment

Weighting between components A and B (standard modules at levels 0-3 only A: 25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

A 5 minute poster presentation, A3 size, on a topic chosen from the learning outcomes of the module, to a tutor and group of peers. Students will be required to talk about their poster and answer questions from the tutor.

Component B

A portfolio of directed tasks completed throughout the course amounting to approximately 2500 words.

The assignments will require students to demonstrate:

AL1 The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.

CL1 The assignment demonstrates that the student has an awareness of contextual factors (e.g. personal, locational, historical, political etc) influencing the are of study.

EL1 The assignment demonstrates that the student has an awareness of ethical issues associated with the area of study.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A 5 minute poster presentation, A3 size, on a topic chosen from the learning outcomes of the module, to two tutors. Students will be required to talk about their poster and answer questions from the tutor.

Component B

A portfolio of directed tasks completed throughout the course amounting to approximately 2500 words.

The assignments will require students to demonstrate:

AL1 The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.

CL1 The assignment demonstrates that the student has an awareness of contextual factors (e.g. personal, locational, historical, political etc) influencing the are of study.

EL1 The assignment demonstrates that the student has an awareness of ethical issues associated with the area of study.

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by …………………………………………Date ……………………………

(Associate Dean/Programme Director)

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