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Helping professionals in education contexts require high level communication, interpersonal and influencing skills, in order to provide optimum support to clients. Education contexts are not the same as clinical contexts in which specific forms of counselling and psychotherapy are practiced. However, the application of counselling microskills informed by models of therapy and counselling theory are used routinely to assess client needs, attend to short term client distress or critical incidents, negotiate with services and design effective support plans focusing on client wellbeing and functioning in education contexts. EDU8507 provides a solid foundation from which professional staff in helping roles in education contexts can build competency in the application of the microskills of counselling that form the focus of EDU8332 and EDU8333.

EDU8507 aims to assist helping professionals working in education contexts to develop an in depth, working understanding of the theoretical foundations of counselling and the principles that inform professional practice. The course focuses on contemporary education contexts and the ways that counselling theory and practice can contribute to client and community wellbeing. Contemporary issues in education contexts such as diversity, mental health, digital technology, sexuality and suicidality are canvassed before learning about the foundation concepts of counselling: change, counsellor as a context, the therapeutic relationship, positive psychology and wellness, and models for describing the counselling process. Case conceptualization as a process is explored in the context of different therapeutic traditions. Finally a model of case management is introduced to integrate the delivery of services to clients beyond the counselling room.

On successful completion of this course students should be able to:

1. critically review contemporary literature exploring counselling theory and practice in education contexts (Assignment 1);
2. analyse contemporary education contexts and the role of helping professionals in these contexts (Assignment 2);
3. apply the key concepts of counselling process and practice to professional contexts (Assignment 1);
4. pragmatically apply counselling theory to address contemporary issues in social emotional wellbeing and learning in education contexts (Assignment 2);
5. demonstrate practical skills in case conceptualization and case management in education contexts (Assignment 2);
6. apply ethical frameworks to counselling case studies (Assignment 1);
7. utilise academic communication skills to demonstrate an understanding of theoretical concepts and their use in professional practice.