Swinburne University of Technology - Melbourne Australia
Future Students - Courses
Duration
Contact Hours
Campus
Prerequisite
Corequisite
1 Semester
3 Hours per Week
Hawthorn
HAY530 Counselling Theory and Skills
Nil
Credit Points: 12.5 Credit Points
A unit of study in the Master of Psychology (Counselling Psychology) Formerly known as HAY537-HAY637 Counselling Applications.
This unit of study follows on from Counselling Theory and Skills. It introduces students, in a workshop context, to important topics in counselling psychology practice, in conjunction with students' supervised practica and subsequent independent practice. Focus is on cognitive-behavioural interventions with adults, adolescents and children.
Seminar
Hurdle requirement: Attendance at a minimum of 10 seminars:practical exercises with comment. Videotaped interview and report (approx 2600 words) 50%; behavioural change program with report with report using a single case study design (approx 3000 words) 50%.
Graduates are capable in their chosen professional areas: * Competency in a range of cognitive-behavioural interventions for different clinical presentations. * Ability to conduct cognitive-behavioural assessments and design treatment strategies. * Understanding of single case study designs and their incorporation of CBT principles. * Ability to critically review literature relevant to the application of CBT and other treatments to clinical disorders or problems. * Awareness of the social and personal factors that impinge on treatment interventions. * Ability to conceptualise different types of client problems and adapt treatment strategies to the environment. * Awareness of how psychologists can work effectively in private practice. Graduates are adaptable and work effectively and ethically: Graduates are aware of environments: Graduates are entrepreneurial: Graduates are aware of environments.
The focus on cognitive behavioural theory and techniques is designed to distinguish the subject from the theoretical perspectives introduced in other skills based subjects of the course. Specific topics may include anxiety disorders (e.g., social phobia, OCD), mood disorders, eating disorders, sleep problems, anger management, and cognitive-behavioural strategies with children and adolescents. Students will also develop competence in using a single case study design to intervene with a target behaviour. Professional Doctorate students will further develop their skills in critically reviewing research literature on the effectiveness of CBT relative to other treatment strategies for a chosen clinical disorder/problem.
Beck, J.S. (1995). Cognitive therapy: basics and beyond. The Guilford Press: New York. Beck, J.S. (2005). Cognitive therapy for challenging problems: waht to do when basics don't work. The Guilford Press: New York. Clark, DM, & Fairbairn, CG (1997). Science and practice of cognitive-behaviour therapy. Oxford University Press: Oxford. Dobson, K. (2000). Handbook of cognitive-behavioural therapies. The Guilford Press: New York. Friedberg, R.D., & McClure, J.M. (2002). Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts. The Guilford Press: New York. Hawton, K., Salkovskis, P.M., Kirk, J., & Clark, D.M. (1989). Cognitive-behaviour therapy for psychiatric problems: A practical guide. Oxford University Press: Oxford. Heimberg, R.G., & Becker, R.E. (2002). Cognitive-behavioural group therapy for social phobia: Basic mechanisms and clinical strategies. The Guilford Press: New York. Nelson, H. (1997). Cognitive-behavioural therapy with schizophrenia: A practical manual. Nelson Thomas Ltd: Cheltenham, UK. Tarrier, N., Wells, A., & Haddock, G. (1999). Treating complex cases: The cognitive behavioural therapy approach. John Wiley & Sons: Chichester.
