Subject Outlines - Counselling CC101 Counselling Foundations ................................................................................................ 2 CC102 Counselling Skills 1 .......................................................................................................... 5 CC103 Introduction to Marriage & Family Counselling ............................................................. 7 CC104 Counselling Skills 2 ........................................................................................................ 10 CC105 Introduction to Psychology........................................................................................... 12 CC106 Human Lifespan Development ..................................................................................... 14 CC201 Introduction to Counselling Therapy ............................................................................ 17 CC202 Grief and Loss Counselling............................................................................................ 20 CC203 Marriage and Family Therapy....................................................................................... 23 CC204 Counselling Theory and Practice .................................................................................. 27 CC205 Professional Ethics ........................................................................................................ 30 CC301 Counselling Practicum .................................................................................................. 32 CC302 Psychological Problems ................................................................................................ 34 CC303 Counsellor Self Care ...................................................................................................... 37 CC304 Introduction to Group Work......................................................................................... 40 CC305 Cross Cultural Counselling ............................................................................................ 42 CC306 Counselling Adolescents and Young Adults.................................................................. 46 CC307 Addiction Counselling ................................................................................................... 49 CC308 Crisis Intervention/Trauma Counselling ....................................................................... 52 CC309 Counselling Children ..................................................................................................... 55 CC310 Special Counselling Elective.......................................................................................... 59 CC311 Narrative Therapy ......................................................................................................... 61 CC312 Counselling and Pastoral Care for the Ageing .............................................................. 64 CC313 Introduction to Counselling Research .......................................................................... 67 CL301 Chaplaincy Theory ......................................................................................................... 69 CL302 Chaplaincy Skills ............................................................................................................ 72 CL303 Chaplaincy Practicum .................................................................................................... 76

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CC101 Counselling Foundations Prerequisites:

Nil

Workload:

42 contact hours, 126 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • Compare and contrast major approaches in contemporary counselling • Discuss the biblical concepts of personal & relational “wholeness” and or “wellness” as a goal for counselling. • Identify key Christian assumptions and values that influence counselling goals and processes • Integrate relevant theological issues into a Christian approach to counselling with particular reference to o The relevance to Christian counselling of the concepts of sin, repentance, renewal of the mind and wholeness; o The role of the Holy Spirit in counselling; o The place of prayer, forgiveness and inner healing. • Develop skills in personal reflection related to the subject. Content: Unit Structure •

Major secular approaches to counselling including but not be restricted to o Cognitive o Rational Emotive o Transactional Analysis o Solution Focussed o Gestalt o Rogerian and o Psychodynamic approaches o Wellness models. • Key Christian assumptions o The need for Christian counselling o Differences between Christian and secular approaches to  Human personality and development;  Theories of anthropology;  People as relational beings made in the image of God with personal, spiritual, rational, volitional and emotional qualities;  The effects of sin on the human personality;  The role of repentance in restoration

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• • • • • • •

Integration of theological issues in counselling the nature of Christian counselling:; fostering the development of personal and relational wholeness; wholeness as conformity to the image of Christ and maturity in Christ; the role of the Holy Spirit, the relevance and authority of the Scriptures, the place of the church and school in the counselling process

Teaching methods:

Face to face lectures, including tutorials and small group discussion.

Student assessment: Oral presentation (1,000 words, 20%), Major Assessment (2,000 words, 40%), Journaling (1000 words reflections, 20%), Short Essay (1000 words, 20%) Prescribed and recommended readings: Prescribed Readings: McLeod, J. An Introduction to Counselling, 2nd edn., Buckingham: Open University, 1998 Bridger, R. A., D. (1994). Counselling in context: Developing a theological framework. London: Harper Collins. McMinn, M. R., & Cambell, C.D. (2007). Integrative psychology: Toward a comprehensive Christian approach. Downers Grove, IL: IVP Academic.

Recommended Readings: Adams, J. E. (1986b). More than redemption: A theology of Christian counseling: Presbyterian & Reformed. Collins, G. (2001) The Biblical Basis of Christian Counselling for People Helpers (Colorado Springs: NavPress). Crabb, L. Understanding People - Deep Longings for Relationship (Grand Rapids: Baker, 1987) Grenz, A. J. (2001). The social God and the relational self: a Trinitarian theology of the imago Dei. Westminster: John Knox Press. Hurding, R. (1985). Roots & Shoots. London: Hodder and Stoughton. Hurding, R. (1992). The Bible and Counselling. London: Hodder & Stoughton. Jones, S. L. B., R.E. (1991). Modern Psychotherapies. Illinois: Intervarsity Press. McLeod, J. (2003). An introduction to counselling 3rd ed. Buckingham: Open University Press. Myers, J. E. (2003). An evidence-based model of wellness. Journal of Individual Psychology, (In press), Pembroke, N. (2006). Renewing pastoral practice: Trinitarian perspectives on pastoral care & counseling. UK: Ashgate Publishing Ltd. Seamands, D. A. (1991). Healing for damaged emotions: Victor. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 3 Accredited Subject Outline

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Tabor College Reader (Selected Readings) Other Available Resources Journal Articles Belcher, J. R., & Cascio, T. (2001). Social work and deliverance practice; The Pentecostal experience. Families in Society: The Journal of Contemporary Human Services, 82(1), 61-68. Marks, L. D., & Dollahite, D. C. (2001). Religion, relationships, and responsible fathering in Latter-Day Saint families of children with special needs. Journal of social and personal relationships, 18(5), 625-650. McCullough, M. E., Worthington, E. L., & Rachal, K. C. (1997). Interpersonal forgiving in close relationships. Journal of Personality and Social Psychology, 73(2), 321-336. Osler, W. (1910). The faith that heals. British Medical Journal, 1470-1472. Rossiter-Thornton, J. F. (2000). Prayer in Psychotherapy. Alternative therapies in health and medicine, 6(1), 128-127. Sorenson, R. L., & Derflinger, K. R. (2004). National collaborative research on how students learn integration: Final report. Journal of Psychology and Christianity, 23(4), 355-376.

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CC102 Counselling Skills 1 Prerequisites:

None

Workload:

42 contact hours, 126 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will understand important communication principles and basic micro-skills: •

•

• • •

Demonstrate the following micro- skills o Appropriate self-disclosure, o Conflict management skills, o Active listening skills and o Observation skills; List and describe o Productive and unproductive strategies in conflict resolution, o Skills required of a culturally sensitive counsellor, o How blocks to communication might be overcome, o Effects of poor interpersonal communication skills and o Strategies for increasing assertiveness: Survey and evaluate principles of effective communication Discuss the biblical concepts of personal & relational “wholeness” and or “wellness” as a goal for counselling Explain how culture affects communication.

Content Topics to be addressed will include: • • • • • • • • • • • •

Principles of communication; Blocks to communication; Micro-skills; Active listening; Non-verbals and verbals in communication; Paralanguage; Self-awareness; Self-disclosure; Assertiveness; Conflict and conflict management; Cultural context of counselling; Cross-cultural communication, and • Principles of culture sensitive counselling.

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• Teaching methods:

Personal & relational “wholeness” and “wellness”

Face to face lectures, including tutorials and small group discussion. Practical role plays recorded through DVD’s. Text and other support materials with access to on-line journals (EBSCO). Workshops and practical exercises Class discussion Role plays DVD’s of role plays

Student assessment:

Essay – (750 words, 15%), Logs (750 words, 15%), Essay on DVD (1500 words, 30%), Role Plays (Equivalent to 1200 words, 40%)

Prescribed and recommended readings: DeVito, J. A. (2005). Messages: Building interpersonal communication skills. Sydney: Pearson Education Inc. Bolton, R. (1989). People Skills. Sydney: McPherson's Printing Group. Recommended Texts Augsburger, D. W. (1986). Pastoral counseling across cultures. Philadelphia, PA: Westminster. Egan, G. (2007). The skilled helper: A problem management and opportunity approach to helping 8th Ed. Pacific Grove, CA: Brooks/Cole. Egan, G. (2002). Exercises in Helping Skills: A Manual to Accompany The Skilled Helper. Thompson, Brooks/Cole Geldard, D. (2012).7th Ed. Basic Personal Counselling: A training manual for counsellors . Frenchs Forest, NSW: Pearson. Geldard, K., & Geldard, G. (2004). Counselling Children: A practical introduction 2nd ed. London: Sage. Geldard, K., & Geldard, G. (2005). Counselling Adolescents 2nd ed. London: Sage. Ivey, A. E. (2007). Intentional Interviewing and Counselling: facilitating client development in a multicultural society. Belmont, C.A.: Thomson Brooks & Cole. McKay, M. (1995). Messages. Oakland CA. USA: New Harbinger Publications, Inc. Pease, A. (1981). Body Language. Australia: William-Collins Pty. Ltd. Pease, A. (2006). People skills for life: Easy Peasey. Buderim: Pease International

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CC103 Introduction to Marriage & Family Counselling Prerequisites:

None

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • Describe the biblical models of a healthy marriage and family life, and compare and contrast these with models prevalent in contemporary society; • Describe pre-marriage courses and marriage counselling resources and explain how these can be addressed in divorce recovery; • Explain all the stages of the marriage and family life-cycle and show how these relate to common counselling issues; • Describe the different psychological needs of singles, step families, and grandparents and the social implications of these roles; • Describe a multigenerational systems model of counselling; • Explain the use of family/spiritual Genograms as an assessment tool in counselling; and • Access various tools and techniques for marriage/premarital/relationship counselling, sexual counselling and evaluate them.

Content : Topics to be addressed will include: • • • • • • • •

Biblical and contemporary views of marriage and family; Theology of a Biblical model of marriage and family. The roles of husband, wife and parent; Preparation for marriage; God’s purpose for families; understanding and enriching the roles of parent and child; Family life cycle and spiritual development – explore the use of Genograms as a counselling tool; Helping people through common problems and counselling issues relating to marriage and family dynamics; Introduction to general systems theory including family systems; and issues relating to gender and sexuality; biblical and contemporary views of family;

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• •

Teaching methods:

Student assessment:

Singleness counselling issues; Sexuality and Homosexuality counselling issues.

Face to face Mode: 14 weeks of face to face lectures, including tutorials and small group discussion.

Essay – (1000 words, 20%), Genogram – (1500words, 30%), Tutorial – (500 words, 10%), Seminar Paper – (1500 words, 30%), Tutorial – (500 words, 10%)

Prescribed and recommended readings: Prescribed Reading Balswick, J. O., & Balswick, J. K. (2007). The Family: A Christian perspective on the contemporary home. CA: Baker Academic.

Recommended Texts RECOMMENDED READINGS Bingham, G. C. (1986). God's Glory, Man's Sexuality. Adelaide SA: New Creation Pubs. Bowlby, J. (1998). Attachment and Loss Vol III: Loss. New York: Century. Edgar, D. (1997). Men Mateship, Marriage Pymble: Harper Collins Publishers. Goldenberg, H., & Goldenberg, I. (2000). Family therapy. Australia: Brooks/Cole. Gottman, J. M. (1994). Why marriages succeed or fail. New York: Simon and Schuster. Grenz, S. J. (1990). Sexual ethics. Kentucky: Westminster John Knox Press. Markman, H. J., Stanley, S., & Blumberg, S. L. (1994). Fighting for your marriage. San Francisco: Jossey-Bass Publishers. Powers, B. W. (1987). Marriage and Divorce. Petersham: Family Life Movement Australia. Satir, V. (1983). Conjoint family therapy. California: Science and Behavior Books Inc. Wallerstein, J. S., Lewis, J. M., & Blakeslee, S. (2000). The Unexpected Legacy of Divorce. Pymble, Sydney: Harper Collins Publishers. Wright, H. N. (1995). Marriage counseling. California: Regal Books. Useful Journals Available Ebsco • •

Journal of Family Therapy Contemporary Family Therapy

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• • •

European Child and Adolescent Psychiatry Counselling and Values Family Process

Journals Aponte, H. J. (2002). Spirituality: the heart of therapy. In T. D. E. Carlson, M.J. (Ed.), Spirituality and Family Therapy (pp. 13-27). New York: The Hamworth Press Inc. Cohen, L. J. (1994). Bibliotherapy: A valid treatment modality. Journal of Psychosocial Nursing, 32(9), 40-44. Haug, I. E. (1998). Including a spiritual dimension in family therapy: ethical considerations. Contemporary Family Therapy. Helmeke, K. B., & Bischof, G. H. (Eds.). (2002). Recognizing and Raising Spiritual and Religious Issues in Therapy: Guideline for the Timid. . New York: The Hamworth Press, Inc. Hodge, D. R. (2000). Spiritual ecomaps: a new diagrammatic tool for assessing marital and family spirituality. Journal Of Marital and Family Therapy, 26(2), 217-228. Tan, S.-Y. (1994). Ethical considerations in religious psychotherapy: potential pitfalls and unique resources. Journal of Psychology and Theology, 27(4), 389-393. Genograms; Photolanguage; Videos: Many faces of Australian Families – South Australian Film Corp Video; Homosexuality - Videos Exodus International; Satire, V, Teaching Family Therapy, Avanta:Tape 1 & 2; Berg,I.S.. Solution Focused Brief Therapy, Videos; DVD’s selection of appropriate clips related to Marriage and Family Issues e.g. Terms of Endearment, Mrs Doubtfire, Running with Scissors; (Or future appropriate Videos)

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CC104 Counselling Skills 2 Prerequisites:

CC102

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • •

• • • •

• Content:

Use counselling microskills effectively in counselling situations to: Help clients use influencing skills and strategies including but not restricted to o Interpretation/reframe, o Logical consequences, o Self disclosure, o Feedback, o Information/advice and o Directives; Help clients plan a five stage interview structure, Help clients plan and effect positive changes in their lives, Use skills in an integrated fashion to help clients in counselling sessions and Use techniques that assist people with common presenting problems and that are based on particular therapeutic approaches within a counselling context including but not restricted to o Cognitive-behavioural therapy, o Gestalt therapy, o Solution-focused therapy. Use a technique to assist a particular client: Solution-focused therapy

Topics to be addressed will include: •

•

Identifying the client’s problem: helping clients tell their stories with the use of empathy and probes; challenging blind spots – advanced empathy; challenging - self-disclosure and giving information; and leverage – prioritising, focussing on the core problem and summarising. Developing preferred scenarios: possibilities – constructing the future and building hope, conceptualising and brainstorming;

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•

Teaching methods:

agendas – declaration of intent and setting appropriate goals; and helping clients to make a commitment to agendas. Helping the client to take action by: developing action strategies; ensuring that strategies are suitable and consistent with goals; formulating and executing plans; and terminating and reviewing the counselling process.

14 weeks of face to face lectures, role plays and small group discussion. Students will observe themselves on video in counselling role play situations to assess their skills.

Student assessment:

Audio tape – (1000 words, 20%), Audio tape – (1000 words, 20%), Role plays – (Equivalent to 500 words, 10%), Major Assessment (2500 words 50%)

Prescribed and recommended readings: Prescribed reading: De Jong, P., & Berg, I. K. (2007). Interviewing for solutions. Pacific Grove, CA.: Brooks/Cole, 1998. Ivey, A. E. (2007). Intentional Interviewing and Counselling: facilitating client development in a multicultural society. Belmont, C.A.: Thomson Brooks & Cole.

Recommended readings: Egan, G. (2007). The skilled helper: A problem management and opportunity approach to helping 8th Ed. Pacific Grove, CA: Brooks/Cole. Kollar, C. A. (1994). Solution-focused pastoral counseling. Grand Rapids, MI: Zondervan. Mackay, H. (1994). Why people don't listen. South Brisbane: Pan Australia. McMinn, M. R. (1996). Psychology, Theology and Spirituality in Christian counseling. Wheaton,: Tyndale House Publishers, Inc. Nelson-Jones, R. (2006). Human Relationships 4th edn. New York: Routledge.Pease, A. (1981). Body Language. Australia: William-Collins Pty. Ltd. Pease, A. (2006). People skills for life: Easy Peasey. Buderim, QLD: Pease International Pty Ltd.

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CC105 Introduction to Psychology Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will have an understanding of the basic principles and methods of psychology and will be able to: • • •

• •

Outline the nature of the facts, observations, theories and speculations of psychology; Use psychological terminology appropriately; outline major theories of human behaviour, including but not restricted to considerations of the expression and origin of: o Personality; o Motives; o Beliefs; and o Attitudes. Outline the cognitive, individual and interpersonal aspects of personal development from a lifespan perspective; Describe several common psychological problems and appropriate interventions; and apply psychological concepts in the context of Christian counselling.

Content: Lectures and reading will address: the nature of psychology; • • • • • • • • • • • • •

Biological roots of behaviour; The developing person; Sensation and perception; States of consciousness; Learning; memory; Thinking, language and memory; Motivation; emotions; stress and health; Personality; Introduction to psychological disorders; Psychological therapy; Social psychology; Social diversity; and Psychology of religion.

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Teaching methods:

Students will learn through lectures, tutorial presentations and reading in preparation for tutorials and multiple-choice assessments. 14 weeks of face to face lectures, including small group discussion, weekly tests. Use of resources from (EBSCO)

Student assessment: Multiple Choice Test – (Equivalent to 1500 words, 30%), Tutorial Discussion/Journal – (1000 words, 20%), Major Essay – (2500 words, 25%), Multiple Choice Exam – 25%

Prescribed and recommended readings: Prescribed Reading Myers, D. G. (2011). Exploring Psychology (8th Ed) New York, NY: Worth Publishers

Recommended Readings AHMAC (2002). National Practice Standards for the Mental Health Workforce. Canberra: Commonwealth of Australia. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders: Text revision : DSM-IV-TR (4th ed.). Washington, DC: American Psychiatric Association. APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist., 61(4), 271-285. Barlow, D. H., & Durand, V. M. (2009). Abnormal psychology : an integrative approach (Instructor's ed.). Australia ; United States: Wadsworth Cengage Learning. Faw, H. W. (1995). Psychology in Christian Perspective: An Analysis of Key Issues. . Grand Rapids, MI: Baker. Good, G. E., Khairallah, T., & Mintz, L. B. (2009). Wellness and Impairment: Moving Beyond Noble Us and Troubled Them. Clinical Psychology: Science & Practice, 16(1), 21-23. Shafranske, E. P. (1996). Religion and the Clinical Practice of Psychology. Washington DC: APA. Westen, D. (1998). The Scientific Legacy of Sigmund Freud: Toward a Psychodynamically Informed Psychological Science. Psychological Bulletin, 124(3), 333-371 Other Readings Hart, A.D. (1995). Adrenaline and Stress. United States of America: W Publishing Group Swenson, R.A. (2002). The Overload Syndrome. Colorado Springs, Colorado: Navpress

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CC106 Human Lifespan Development Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: •

•

• • •

Describe the main developmental tasks and milestones associated with each stage in human development over the lifespan; Outline the developmental issues and needs faced by people in each developmental stage, and discuss these in relation to common counselling issues; Describe the developmental tasks to be accomplished in lifecycle transitions between different stages in the human life cycle; Detect signs of developmental problems that may require clinical intervention; Evaluate counselling interventions that may be appropriate for aiding people in accomplishing developmental tasks associated with each stage in the lifespan and with life cycle transitions; and discuss strengths and weaknesses of a developmental approach to human functioning

Content Topics to be addressed will include: • • • • •

Exploration of the theories of human life span from four broad perspectives: The psychoanalytical approach of Freud and Erikson Learning Theories Cognitive approaches of Jean Piget and Lev Vygotsky Adult developmental stage theories.

The above will form the basis to consider topics that include the physical, intellectual, psychological, social and spiritual development of a person through the following stages of a typical life span: o o

Infancy and toddlerhood; Early childhood Middle childhood;

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o o o o

Teaching methods Student assessment:

Adolescence; Young adulthood; Middle adulthood; Late adulthood, and the end of life.

14 weeks of face to face lectures, including tutorials and small group discussion Minor Essay – (1000 words, 20%), Major Paper – (2500 words, 50%), 3 Tutorial papers – (3 x 500 words, 30%)

Prescribed and recommended readings: Prescribed Reading: Peterson, C. (2004). Looking forward through the lifespan: Developmental psychology (4th Ed). Frenchs Forest, NSW: Pearson Education.

Recommended Readings: Balswick, J. O., & Balswick, J. K. (2007). The Family: A Christian perspective on the contemporary home. Grand Rapids, MI: Baker Academic. Duska, R. (1977). Moral Development, a guide to Piaget and Kohlberg. Dublin: Gill and MacMillan. Fowler, J. (1995). Stages of faith: The psychology of human development and quest/or meaning. San Francisco: Harper. Lefrancois, G. R. (1999). The life Span 6th ed. Belmont CA: Wadsworth. McLeod, J. (2003). An introduction to counselling 3rd ed. Buckingham: Open University Press. Olson, G. (2006). Teenage girls: exploring issues adolescent girls fact and strategies to help them. El Cajon, CA: Zondervan. Papalia, D. E. (2000). Human Development 8th Ed. Sydney, NSW: McGraw-Hill. Santrock, J. W. (2004). Ninth Edition Life-span development. Iowa: EM.C.Brown.

Journal Articles Barinaga, M, How Long is the Human Life Span? Science, Nov 15, 1991, Vol 254 No. 5034 p936 – (http://infotrac-college.thomsonlearning.com/itw/infomark/695/127/45201039w5/90!ar…) McBride, B. Schoppe, S. Rane, T., Child Characteristics, Parenting Stress, and Parental Involvement: Fathers Verus Mothers Journal of Marriage and Family64 (November 2002): p998-1011 © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 15 Accredited Subject Outline

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Prior, M. Smart, D. Sanson, A. and Oberklaid, F., Sex differences in psychological adjustment from infancy to 8 years. Journal of the American Academy of Child and Adolescent Psychiatry, March 1993, Vol 32, No. 2 p 291(14) Rousenau, D Single and Sexual: The Church’s Neglected Dilemma Journal of Psychology and Theology, 2002, Vol 30 No 3 p 185 - 194 Stanton, J., Laskowski, J. An Eclectic Theoretical Model to guide Sex Education Marriage and Family: A Christian Journal, vol. 4, Issue 3, 2001 p 213-226 Worthington, E. L. J. (1989). Religious faith across the life span. Implications for counseling and research. The Counseling Psychologist, 17(4), 555-613.

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CC201 Introduction to Counselling Therapy Prerequisites:

CC101, CC105

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will have developed an understanding of a range of approaches to counselling and will be able to: • • • • • • •

• •

Discuss the implications and difficulties of using the term “Christian Counselling”; Compare and contrast different methodologies and modalities used in different agencies; Analyse the philosophies underlying the four main streams of counselling modalities; Describe essential features of the modalities and discuss their strengths and weaknesses; Describe in depth one secular model and one Christian model of counselling from each stream; Discuss and demonstrate strengths and weaknesses of some theories of counselling from a Biblical perspective; Compare and contrast different techniques used by Christian counsellors, evaluating their strengths and weaknesses and relationships to Scripture; Reflect on your experience of the field trips; Reflect on your own personal learning goals related to this subject

Content: Topics to be addressed will include: • •

• • •

Perspectives on the integration of psychology and theology; The broad spectrum of approaches to counselling: psychodynamic, humanistic, developmental and cognitive/behavioural – overview and indepth study of one modality from each stream; Counselling in the context of the church – historical and contemporary perspectives; Theories and methods of contemporary Christian counsellors and their relationships to the streams of thought and practice listed above; In-depth study of the use of one model from each stream in Christian counselling; and

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•

The use of case studies and role-plays will be used to illustrate and analyse common threads, principles and differences, and to provide experience in the use of different modalities.

Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion and personal reflection. Resources such as EBSCO .Field Trips i.e.: East Coast Gestalt Training; Uniting Church Care, Peakhurst. Calvary Hospital, Kogarah

Student assessment:

Major Essay – (1500 words, 30%), Field Trips – (200 words each, 10%), Minor Essays – (500 words, 10%), 4 Journal Articles (500 words each = 2000 words, 40%), Lead Class Discussion – (100 words, 10%)

Prescribed and recommended readings: Prescribed Reading Corey, G. (2008). Theory and practice of counselling and psychotherapy 8th edn. Pacific Grove, CA: Brooks/Cole. Faw, H. W. (1995). Psychology in Christian Perspective: An analysis of key issues. Grand Rapids, MI: Baker. Jones, Ian F (2006). The Counsel of Heaven on Earth. B&H Publishing Group Nashville, Tennessee.

Recommended reading Collins, G. R. (2001). The Biblical Basis of Christian Counseling for People Helpers. Colorado: Navpress. Hurding, R. (2003). Roots & Shoots. London: Hodder and Stoughton. McLeod, J. (2004). An introduction to counselling 4rh edn. Berkshire: Open University Press. McMinn, M. R., & Cambell, C.D. (2007). Integrative psychology: Toward a comprehensive Christian approach. Downers Grove, IL: IVP Academic.

Journals Batson, C. D., Batson, J.G., Todd, R.M., Brummett, B.H., Shaw, L.L. & Aldeguer, C.M.R. (1995). Empathy and the collective good: caring for one of the others in a social dilemma. Journal of Personality and Social Psychology, 68(4), 619-631. Beck, S., & Perry, J. (2008). The definition and function of interview structure in psychiatric and psychotherapeutic interviews. Psychiatry: Interpersonal & Biological Processes, 71(1), 1-12. Crumbaugh, J. C., & Maholick, L.T. (1963, April, 12, 1963). An experimental study in existentialism: the psychometric approach to Frankl's concept of Noogenic Neurosis. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 18 Accredited Subject Outline

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Paper presented at the Section on Methodology and Social Psychology of The Southern Society for Philosophy and Psychology, Miami. Green, S., Hadjistavropoulos, T., & Sharpe, D. (2008). Client personality characteristics predict satisfaction with cognitive behaviour therapy. Journal of Clinical Psychology, 64(1), 40-51. Hansen, J. (2006). Humanism as Moral Imperative: Comments on the Role of Knowing in the Helping Encounter. Journal of Humanistic Counseling, Education & Development, 45(2), 115-125. Raman, L., & Winer, G. (2004). Evidence of more immanent justice responding in adults than children: A challenge to traditional development theories. British Journal of Developmental Psychology, 22(2), 255-274.

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CC202 Grief and Loss Counselling Prerequisites:

None

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: •

•

•

•

• •

Recognise and discuss various causes of grief, including bereavement, non-finite loss and grief and other significant losses, such as divorce, abortion, loss of employment/vocation, loss of health or body parts, etc.; Describe and recognise the manifestations of normal and pathological grief processes, and determine appropriately when specialised help is needed; Evaluate, support and counsel those who are grieving, explain a wide variety of forms of loss, recognising common and unique features in different cases; Understand the reactions of people facing issues related to the terminally ill, and various other significant losses and appropriate and inappropriate forms of support, assistance and Pastoral Care; Discuss the significance of different patterns of grief and mourning in different cultures, including rites and customs; Understand the need for Pastoral Care or counselling and deal effectively with unresolved personal grief; and apply grief counselling to adults and children who are suffering grief due to bereavement or other significant losses.

Content: Topics to be addressed will include: • • •

•

Attachment theory and loss, and the tasks of grieving; The nature and stages of grief – emotional, physical and interpersonal aspects; The nature and meaning of death -- medical, cultural and biblical perspectives; the process of dying; relating to and meeting the needs of the dying and those caring for them; reasons for a funeral; a visit to a funeral parlour; Various causes of grief reactions, including bereavement and other significant losses, e.g. loss of a child, loss of a spouse, suicide and murder, divorce, abortion, loss of employment/vocation, loss of health or body parts, etc.

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• • • • • • • • • •

Cultural patterns of grief and mourning; recognising the dimensions of the normal uncomplicated grief process and facilitating normal grieving; Counselling and Pastoral Care in relation to life crises and the terminally ill. Counselling and Pastoral Care in relation to the grief process and its various consequences; The needs of the dying, and the needs of those experiencing grief from various losses; Helpful and unhelpful support, and specific support groups; Abnormal grief reactions and their appropriate management; Grief and family systems; Strategies to prevent the counsellor/Pastoral Care worker becoming overinvolved and the counsellor’s personal grief; and Case studies examining normal and abnormal grief responses, and grief responses in different settings, as well as grief responses due to different sorts of significant losses.

Teaching methods:

Face to face mode lecture/power point presentations Tutorial presentations Field trips Video/DVD presentation of appropriate material Other support materials, with access to on-line journals and email/phone contact with tutor Movies • Albom, M. Tuesdays with Morrie, DVD • Attenborough, R. Shadowlands Videocassette (VHS) Roadshow • Hard Medicine: A journey in adult grief. Centre for grief education. Victoria • Hines, M. “A Child’s Grief” Children’s program. Families of Ontario-Toronto McKissock, M. Bereavement 101 Websites • [email protected] • www.childhoodgrief.org.au • www.nalag.org.au • www.organdonor.gov/

Student assessment: Report – (1000 words, 20%), Case Study – (1000 words, 20%), Tutorial/Minor Essay (1000 words, 20%), Workbook – 10%

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Prescribed and recommended readings: Prescribed Reading Worden, W. J. (2003). Grief Counselling and Grief Therapy. London: Routledge Publication. Recommended Readings Albom, M. (1997). Tuesdays with Morrie. Sydney: Hodder. Bruce, E.J. Schultz, (2001) C.L. Nonfinite Loss and Grief: A Psychoeducational Approach. Baltimore MD:Brookes Publishing Buckman, R. (1988). I don't know what to say: How to help and support someone who is dying. London, UK: Pan Books. Bowlby, J. (1998). Attachment and Loss Vol III: Loss. New York: Century. Corey, G. (2008). Theory and practice of counselling and psychotherapy 8th edn. Pacific Grove, CA: Brooks/Cole. Craddock, A. E. (2001). Beyond Rivalry:Psychology and Theology as Complements. Sutherland: Hillfort Resources. Kubler-Ross, E. (1969). On death and dying. London: Tavistock Publications. McMinn, M. R., & Phillips, T.R. (2001). Care for the soul: Exploring the intersection of Psychology and Theology. Downers Grove IL: IVP. Raphael, B. (1991). The Anatomy of Bereavement, Thomas Nelson. Westburg, G. E. (1973). Good Grief: A constructive approach to the problem of loss. Melbourne, VIC: JBCE. Worden, W. J. (2001). Children and Grief. NY: Guilford Press. Journals Brggs, C., & Pehrsson, D. (2008). Use of Bibliotherapy in the Treatment of Grief and Loss: A Guide to Current Counseling Practices. Adultspan: Theory Research & Practice, 7(1), 32-42. Feuerman, R. (2008). Facilitating the recovery from severe mental illness. Journal of Jewish Communal Service, 83 (2/3), 191-194. Pingleton, J. P. (1997). Why we don't forgive: A Biblical and Object Relations theoretical model for understanding failures in the forgiveness process. Journal of Psychology and Theology, 25(4), 403-413. Rosenblatt, P. (2008). Recovery following bereavement: Metaphor, Phenomenology and culture. Death Studies, 32(1), 6-16. Wayment, H., & Vierthaler, J. (2002). Attachment style and bereavement reactions. Journal of Loss and Trauma, 7(2), 129-149.

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CC203 Marriage and Family Therapy Prerequisites:

CC103

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • •

•

Describe, demonstrate and critique a number of models of marriage and family counselling and select a model for personal counselling practice; Explain a range of common marital and family issues and problem areas which may cause people to present for counselling, and suggest methods of counselling intervention for each of these, justifying the methods selected; and Describe some of the psychological needs of: o Single people o Divorced people, o Solo parents, o Blended relationships and o Suggest counselling approaches that may be helpful, giving a rationale for the suggested approaches apply and reflect on issues raised

Content: Topics to be addressed will include: •

Examining and using various models of marital counselling and family therapy including o Structural Therapy, o Strategic Therapy, o Solution-Focused Brief Therapy, o Cognitive-Behavioural Therapy, o Narrative Therapy, o Virginia Satir’s seed model; • Dealing with marital and family issues which cause people to present for counselling; including o Sexual abuse, o Domestic violence, o Solo parenting; • Recognising and addressing the needs of single people in counselling. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 23 Accredited Subject Outline

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Teaching methods:

14 weeks of fact to fact lectures, including practical exercises, tutorials and small group discussions. ther support materials (Films), with access to on-line journals EBSCO. Field trips to counselling agencies e.g., Southern Community Care.

Student assessment: Major Paper – (1500 words, 30%), Clinical Issue Essay – (1500 words, 30%), Tutorials/Discussions – (100 words, 10%), Practical Assessment – (Equivalent to 1000 words, 30%), Journal

Prescribed and recommended readings: Prescribed Readings: Goldenberg, H., & Goldenberg, I. (2008). Family therapy. Belmont, CA: Thomson Brooks/Cole. Harris, S. M. (1998). Finding a forest among trees: spirituality hiding in family therapy theories. Journal of Family Studies, 4(1), 77-86. Imber-Black, E., Roberts, J., & Whiting, R. (1988). Rituals in families and family therapy. New York: W.W. Norton. Johnson, S. M., & Greenberg, L. S. (1985). Emotionally-focused couples' therapy: an outcome study. Journal of Marital and Family Therapy, 11(3), 313-317. Weaver, A. J., Koenig, H. G., & Larson, D. B. (1997). Marriage and family therapists and the clergy: a need for clinical collaboration, training, and research. Journal of Marital and Family Therapy, 23(1), 12-25

Other Available Resources Journal Articles Anderson, D. A., & Worthen, D. (1997). Exploring a fourth dimension: spirituality as a resource for the couple therapist. Journal of Marital and Family Therapy, 23(1), 3-12. Bradley, P. (2004, Feb). What factors prevent and promote forgiveness? InPsych, 14-17. Carlson, T. D., & Erickson, M. J. (2000). Re-authoring spiritual narratives: God in persons' relational identity stories. Journal of Systemic Therapies, 19(2), 65-83. Carlson, T. D., & Erickson, M. J. (Eds.). (2002). Spirituality and family therapy. New York: The Hamworth Press Inc. Coles, D. (n.d.). A Narrative Approach to Therapy. Unpublished manuscript. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 24 Accredited Subject Outline

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Durrant, M. (1994). The Pathology of Normality...or, the Normality of Pathology. In N. S. W. F. Association (Ed.). Duvall, J. D., & Beier, J.M. (1995). Passion, commitment, and common sense: a unique discussion with Insoo Kim Berg and Michael White. Journal of Systemic Therapies, 14(3), 57-80. Harris, S. M. (1998). Finding a forest among trees: spirituality hiding in family therapy theories. Journal of Family Studies, 4(1), 77-86. Johnson, S. M. (2004). The Practice of Emotionally Focused Couple Therapy 2nd Ed. New York: Brunner-Routledge. Lindforss, L., & Magnusson, D. (1997). Solution-focused therapy in prison. Contemporary Family Therapy, 19(1), 89-103. Litchfield, B. (2004). The Family Therapy Model, Australian Institute Family Counselling (pp. 1-2). Tan, S.-Y. (1985). Cognitive behavior therapy: a biblical approach and critique. Paper presented at the National Convention of the Christian Counseling for Psychological Studies, Grand Rapids. Stepfamily Association of America. (2000). Stepfamilies Stepping Ahead: An eight-step program for successful family living. Stepfamily Association of America: Nebraska. Vicary, D., & Andrews, H. (2000). Developing a culturally-appropriate psychotherapeutic approach with indigenous Australians. Australian Psychologist, 35(3 - November), 181-185. Weaver, A. J., Koenig, H. G., & Larson, D. B. (1997). Marriage and family therapists and the clergy: a need for clinical collaboration, training, and research. Journal Of Marital and Family Therapy, 23(1), 12-25. Discovery Guides and Notes Links • • • •

EBSCO www.TheSmartStepMum.com www.stepfam.org www.exodusinternational.org

Other Journals • • •

Family Matters Journal of Family Psychotherapy Journal of Marriage and Family

Audio Visual • • • •

Worlow, J. Christian Wholeness Counselling Competencies for Mental Health Practitioners CD Satire, V, Teaching Family Therapy, Avanta:Tape 1 & 2 Stanley, S.M. , Markman, H.J., & Blumberg, S.L. Fighting for your Marriage, The PREP Approach The Smart Step-Family DVD

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• • • •

Re-Marriage – Check-up DVD Cognitive Psychotherapy and Healing of the Memories, Tan DVD Wright, N. Marriage Counseling: The counsellor training Video Series, Video Hamilton, J. H. (2006) Homosexuality 101: Where does it come from, is change possible and how should Christians respond? DVD

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CC204 Counselling Theory and Practice Prerequisites:

CC101, CC105, CC201

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes:

On successful completion of this subject unit, the student will be able to: • •

• • • • Content:

Discuss the relationship between theology and psychology and approaches to integration; Describe essential features of the theory and practice of a range of recognised counselling approaches and discuss their strengths and weaknesses; Discuss and demonstrate the use and appropriateness of various counselling models for specific counselling situations; Examine counselling theories and evaluate their consistency with a biblical perspective in a systematic and useful way; and Reflect on the need for careful study, reflection, wisdom and discernment in developing an eclectic approach to counselling. Appropriate personal reflection on course material, role plays and field trips

Topics to be addressed will include: •

•

•

•

Further exploration of the broad spectrum of approaches to counsellingo Psychodynamic, o Humanistic, o Developmental o Cognitive/behavioural, In-depth study of models not studied earlier in the course, and Christian expressions of these models; examination of various contemporary issues in counselling, including deliverance ministry and non-Christian spiritual approaches; developing a personal model of counselling; further aspects of the integration of psychology and theology. Case studies and role-plays will be used to illustrate and analyse common threads, principles and differences between models and to provide experience in the use of different models. Field trips e.g. DOCS’ facility, Sutherland.

Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion. Text and other support materials with access to on-line journals (EBSCO). Field visits to hospitals and institutions.

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Student assessment: Major Essay – (1500 words, 30%), Minor Assignments – (2 x 500 words, 20%), Class Discussion – (750 words, 10%), Journal Article – (1000 words, 10%), Video Presentation – (Equivalent to 100 words, 20%), Journal – 10% Prescribed and recommended readings: Prescribed Reading Corey, G. (2008). Theory and practice of counselling and psychotherapy 8th edn. Pacific Grove, CA: Brooks/Cole. Faw, H. W. (1995). Psychology in Christian Perspective: An analysis of key issues. Grand Rapids, MI: Baker. Jones, Ian F (2006). The Counsel of Heaven on Earth. B&H Publishing Group Nashville, Tennessee.

Recommended reading Collins, G. R. (2001). The Biblical Basis of Christian Counseling for People Helpers. Colorado: Navpress. Hurding, R. (2003). Roots & Shoots. London: Hodder and Stoughton. McLeod, J. (2004). An introduction to counselling 4rh edn. Berkshire: Open University Press. McMinn, M. R., & Cambell, C.D. (2007). Integrative psychology: Toward a comprehensive Christian approach. Downers Grove, IL: IVP Academic.

Journals Batson, C. D., Batson, J.G., Todd, R.M., Brummett, B.H., Shaw, L.L. & Aldeguer, C.M.R. (1995). Empathy and the collective good: caring for one of the others in a social dilemma. Journal of Personality and Social Psychology, 68(4), 619-631. Beck, S., & Perry, J. (2008). The definition and function of interview structure in psychiatric and psychotherapeutic interviews. Psychiatry: Interpersonal & Biological Processes, 71(1), 1-12. Crumbaugh, J. C., & Maholick, L.T. (1963, April, 12, 1963). An experimental study in existentialism: the psychometric approach to Frankl's concept of Noogenic Neurosis. Paper presented at the Section on Methodology and Social Psychology of The Southern Society for Philosophy and Psychology, Miami. Green, S., Hadjistavropoulos, T., & Sharpe, D. (2008). Client personality characteristics predict satisfaction with cognitive behaviour therapy. Journal of Clinical Psychology, 64(1), 40-51. Hansen, J. (2006). Humanism as Moral Imperative: Comments on the Role of Knowing in the Helping Encounter. Journal of Humanistic Counseling, Education & Development, 45(2), 115-125. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 28 Accredited Subject Outline

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Raman, L., & Winer, G. (2004). Evidence of more immanent justice responding in adults than children: A challenge to traditional development theories. British Journal of Developmental Psychology, 22(2), 255-274.

Other Available Resources Links • • • •

American Association for Marriage and Family Therapy (AAMFT), www.aamft.org/index_nm.asp American Counseling Association (ACA), www.counseling.org American Psychological Association (APA) www.apa.org National Association of Social Workers (NASW), www.naswdc.org

Christian organizations • • •

American Association of Christian Counselors (AACC), www.AACC.net Christian Counsellors Association of Australia (CCAA), www.ccaa.net.au Christian Association for Psychological Studies (CAPS), www.CAPS.net

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CC205 Professional Ethics Prerequisites:

CC104

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject, the student will be able to: • • • • • • •

Recognize the relationship between faith and ethics; Explain the need for ethics and show that ethics are important in the organisation and regulation of counselling practice; Discuss the role of ethical principles and guidelines for counselling in a variety of contexts; Explain the importance of the ethical responsibilities of counsellors Identify specific ethical issues of particular importance to counselling; Explain models of ethical decision-making, in relation to counselling and different counselling contexts; and Apply ethical principles to your counselling practice.

Content: Topics to be addressed will include: • • •

• •

Ethical systems Christian ethical systems; Ethical issues in relation to clients’ rights and counsellor responsibilities including but not restricted to o Position, o Power, o Politics, o Confidentiality, and o Dual relationships Ethical issues in theory, practice and research; Organisational and professional ethics including but not restricted to o Legislation and regulations o Organisational policies and standards and o Codes of practice.

Teaching methods:

Face to face lectures, including tutorials and small group discussion.

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Student assessment:

Essay – (2000 words, 40%), Personal Reflection – (100 words per chapter, 20%), Statement of Ethical Standards – (1000 words, 20%), Discussion – (1000 words, 20%)

Prescribed and recommended readings: Prescribed Readings: Corey, G., Corey, M., & Corey, P. C. (2005). Issues and Ethics in the helping professions 7th ed. Belmont, Ca: Brooks and Cole. Morrissey, S., & Reddy, P. E. (2006). Ethics and professional practice for psychologists. Melbourne: Thomson.

Recommended Readings: Adeney, B. (1995). Strange Virtues: Ethics in a Multicultural World. Leicester: Apollos. Clarkson, P. (2000). Ethics: Working with ethical and moral dilemmas in psychotherapy. London: Whurr. Sanders, R. K. (1997). Christian Counselling Ethics: A handbook for therapists, pastors & counsellors. Downers Grove: IVP.

Other Journal Readings: American Psychological Association, I. (1992). Ethical principles of psychologists and code of conduct. American Psychologist(12), 157-1611. Hoyt, M. F., & Combs, G. (1996). On ethics and the spiritualities of the surface: a conversation with Michael White. In Constructive therapies : volume 2 (pp. 33-59). New York: The Guilford Press. Post, S. G., Puchalski, C. M., & Larson, D. B. (2000). Physicians and patient spirituality: Professional boundaries competency and ethics. Ann Intern Med, 132. Wileman, R. (2008, June). Mistakes That Let The Light In. Australian & New Zealand Journal of Family Therapy, 29(2), 115-117. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database.

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CC301 Counselling Practicum Prerequisites:

CC201, CC204, CC205

Workload:

16 timetabled hours, 120 face-to-face hours, and 24 supervision hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: This subject unit provides opportunities for the student to integrate theory and practice through supervised practical counselling experience in a counselling/church facility and to explore the services provided by a range of counselling and welfare agencies: •

Reflect on the knowledge and understanding gained earlier in the course, through study and in role-plays, in counselling real life situations.

•

Develop counselling competence in a range of counselling experiences of varying complexity

•

Remember to undertake initial evaluations of need, devise strategies for intervention, recognize their strengths and limitations, and seek emergency help or refer, as appropriate.

•

Demonstrate high ethical standards, integrity and reliability in tasks undertaken or declined.

•

Understand the need to keep accurate and useful records, with due regard for confidentiality; exercise self-discipline in professional and personal areas, work to a professional timetable.

•

Describe a number of community counselling facilities and discuss their roles, and the effectiveness and adequacy of the services they provide.

•

Observe reflect and discuss how the integration of faith and practice is experienced.

•

Reflect on supervision, feedback from supervisors, lecturer and peers.

Content: • There will be supervised practical experience in the counselling placements which will offer opportunity for observation and reflection in both professional supervision and through group work in the classroom; • There will be education visits to a number of counselling facilities; • On-campus group supervision sessions where issues from the above can be raised.

Teaching methods:

Face to face tutorial group case presentations. Field trips. Class face to face discussion re field trips. Groups’ supervision in reference to placements i.e.: ethics; professional development issues.

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Reviewing the overall course material as needed.

Student assessment: Assignment – (2000 words, 40%), Recording – (2000 word equivalent, 40%), Assignment – (1000 words, 10%), Logbook – (1000 words, 10%), Supervisor Feedback Prescribed and recommended readings: Prescribed Readings: Corey, G. (2008). Theory and practice of counselling and psychotherapy 8th edn. Pacific Grove, CA: Brooks/Cole. Tabor College readings Tabor College Practicum Booklet

Recommended Readings: Altman, R. Counselling in the Community (Kingsway, 1996). Corey, M. S., & Corey, S. (2006). Becoming a helper 5th Ed. New York: Wadsworth Publication Company. Collins, G.R. How to Be a People Helper, rev. edn (Illinois: Tyndale, 1995) Geldard, D. (2005). Basic Personal Counselling: A training manual for counsellors 5th ed. Sydney, Australia: Pearson Education.

Other Readings: Bowen, D. (2008). The need for field-based counselor training in Evangelical Missions. Evangelical Missions Quarterly, 44(3), 294-301. Greenberg, D., Witztum, E. (1991). Problems in the Treatment of Religious Patients. American Journal of Psychotherapy,, XLV(4). Mack, M. L. (1994). Understanding spirituality in counseling psychology. Counseling & Values, 39(1), 15-17. Richards, P. S. (1995). Using spiritual interventions in psychotherapy: practices, successes, failures, and ethical concerns of Mormon psychotherapist. Professional Psychology: Research and Practice, 26(2), 163-170. Rosenthal, D. (1955). Changes in some moral values following psychotherapy. Journal of Consulting and Psychology, 19(6), 431-436. Worthington, E. L., Kurusu, T. A., McCullough, M. E., & Sandage, S. J. (1996). Empirical research on religion and psychotherapeutic processes and outcomes: a 10-year review and research prospectus. Psychological Bulletin, 119(3), 448-487.

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CC302 Psychological Problems Prerequisites:

CC101, CC105

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: •

• • • • • •

Describe the causes, and the manifestations, diagnostic features of a number of common mental disorders, delineate the sorts of counselling or other intervention that may help persons with these problems; Recognise the signs that indicate the need to refer counselees with emotional disorders to specialist practitioners, Explain how and where to provide referrals; Demonstrate compassion and respect towards people who are mentally ill and help others to do the same; Describe family stresses caused by mental illness Explain how counselling and/or referral to support groups for family members take place. Identify recent literature (including peer-reviewed journal articles) relating to the spiritual, emotional and physical dimensions of a person, and the implications for a counsellor; and describe and reflect on the role of the church in helping people with mental disorders.

Content: Topics to be addressed will include: •

•

Issues relevant to the Christian counsellor such as: o normality and abnormality; o emotions; o the nature and effects of anxiety, o anger and guilt; o self-esteem; o relationships between sin, forgiveness, sickness and weakness; Issues relevant to medical professionals o specific functional and organic psychiatric disorders including but not restricted to  depression,  bipolar disorder,  schizophrenia,  anxiety disorders,

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   Teaching methods:

dissociative disorders, eating disorders, Alzheimer’s disease and alcoholic brain disease

Face to face Mode; 14 weeks of face to face lectures, including tutorials and small group discussion

Student assessment:

Oral Tutorial Test – (equivalent to 2000 words, 40%), Journal – (1000 words, 20%), Report – (500 words, 10%), Essay – (1000 words, 20%), Group Interaction – 10%

Prescribed and recommended readings: Prescribed Readings: Durand, M. V., & Barlow, D. H. (2004). Abnormal psychology: An integrated approach 5th Ed. Wadsworth: Thompson

Recommended Readings: American Psychiatric Association, D.-I.-T. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th ed: Washington DC: American Psychiatric Association. Davison, G. C., & Neal, J. M. (2006). Abnormal Psychology, 10th edn. New York: Wiley Roukema, R. W. (2003 ). The soul in distress: What every pastoral counsellor should know about emotional and mental illness, 2nd ed. New York: Harworth

Other Readings: Journal Articles Ball, R. A., & Goodyear, R.K. (1991). Self-reported professional practices of Christian psychotherapists. Journal of Psychology and Christianity, 10(2), 144-153. Bradley, P., Wertheim, E., & Fitness, J. (2004). What factors prevent and promote forgiveness? INPSYCH, February. Gorsuch, R. L., & Meylink, W.D. (1988). Toward a co-professional model of clergypsychologist referral. Journal of Psychology and Christianity, 7(3), 22-31. Hargrave, T. D. (1994). Families and forgiveness: a theoretical and therapeutic framework. The Family Journal, 2(4), 339-348. Matthews, C. O. (1998). Integrating the spiritual dimension into traditional counselor education program. Counseling & Values, 43(1), 3-16. Walker, S. (2005). Culturally competent therapy working with children and young people. Basington, New York: Palgrave Macmillan. Walsh, F. (1999). Spiritual recourses in Family Therapy. New York: The Guilford Press.

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Welkowitz, J., & Cohen, J. (1967). Value system similarity: Investigation of patient-therapist dyads. Journal of Counseling Psychology, 31(1), 48-55. Witmer, J. M., & Sweeney, J. T. (1992). A holistic model for wellness and prevention over lifespan. Journal of Counseling and Development, 71(2), 140-148. Woodland, D., Dimon, B. (2006). Picking up the pieces: A life of care and compassion. Sydney: Pan MacMillan

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CC303 Counsellor Self Care Prerequisites:

CC201

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of these subject units, the student will have an understanding of his/her own limits, and be able to: • • • • •

Plan a self-care program, including allowing time for self-examination, prayer, reflection, and planning; Exercise discipline with regard to timetabling, client load and extra-curricular activities; Determine the value of workshops and seminars, and make decisions about which and how many to attend in a given time span; Incorporate a regular reading plan into daily activities; Research aspects of “Wellness”: exercise, rest, relax and retreat, as necessary, to refresh himself/herself physically, mentally, emotionally, intellectually and socially; and understand the necessity for and benefits of supervision and either be involved in, or plan to be involved in, a regular supervisory program.

Content: Topics will include the following: • • • • • • • • • • • •

Critical appreciation of the value of attendance at seminars and conferences; Professional reading; Self-care relating to the whole person; Wellness; Character strengths as represented in theories of positive psychology; Determining priorities; Client load; The value of retreats; The place of prayer in a counsellor's life; The value of an active spiritual life; Support networks; Planning - daily, weekly, monthly;

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•

Necessity of and benefits of supervision from ethical, theological and practical perspectives.

Teaching methods:

Face to face Mode: 14 weeks of face to face lectures, including tutorials and small group discussion and field experiences. EBSCO and on-line forum and email/phone contact with tutor.

tudent assessment: Practical Plan – (1000 words, 20%), Journal – (2 x 750 words, 30%), Oral Presentation – (equivalent to 1500 words, 30%), Major Paper – (1000 words, 20%) Prescribed and recommended readings: Prescribed Readings: Tan, S.Y. (2003). Rest - Experiencing God's peace in a restless world: Regent College Publishing. Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character. New York: Free Press. Recommended reading Anderson, R.S. (1995) Self-Care – A Theology of Personal Empowerment and Spiritual Healing Wheaton, IL: Bridge Point. Collins, G.R. (1998) Breathless – Transform Your Time-Starved Days into a Life Well Lived Wheaton, IL: Tyndale. Duncan, B.L. & Miller, S.D. (2000) The Heroic Client, San Francisco, CA: Jossey-Bass. Hubble, M.A., Duncan, B.L. & Miller S.D. (1999) The Heart and Soul of Change - What Works in Therapy, Washington, DC: APA. Jones, C. (2001) An Authentic Life – Finding Meaning and Spirituality in Everyday Life, Sydney, NSW: ABC. McBride, N. & Tunnecliffe, M. (2001) Risky Practices, Palmyra, WA: Bayside. Nouwen, H. (1990) The Way of the Heart, London: Dartman, Longman & Todd. Tan, S.Y. & Gregg, D.H. (1997) Disciplines of the Holy Spirit, Grand Rapids, MI: Zondervan. Whiteside, R.G. & Steinberg, F.E. Working with Difficult Clients – A Practical Guide to Better Therapy (Auckland, NZ: Piha Pub). Wright, H.N. Simplify Your Life and Get More out of It (Wheaton, IL: Tyndale, 1998).

Journals Mansager, E. (2000). Holism, Wellness, Spirituality. Journal of Individual Psychology, 56(3), 237-241. Martin, J. E., & Carlson, C. R. (1988). Spirituality dimensions of health psychology. In W. R. Miller, & Martin, J. E (Ed.), Behavior therapy and religion (pp. 57-109). © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 38 Accredited Subject Outline

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Myers, J. E. (2003). An evidence-based model of wellness. Journal of Individual Psychology, (In press), 1-20. Peach, H. G. (2003). Religion, spirituality and health: how should Australia's medical professionals respond? The Medical Journal of Australia, 178(2), 86-88.

Other Available Resources EBSCO; Audio Visual; Power point presentations and audio (Mp3) available on request.

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CC304 Introduction to Group Work Prerequisites:

CC101, CC105, CC201

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: The student will gain an appreciation of the theoretical and practical framework that underpins group work and education and on completion of this subject unit will be able to: • • • •

• •

Describe the development of and rationale for group work from historical and biblical perspectives; Outline the stages of group development and identify the interpersonal dynamics that can impact the effectiveness of different types of groups; Compare and contrast group leadership styles; Identify key elements to be considered in planning, implementing and evaluating a group for community education, church education, and or health education ; Observe a group and evaluate it with respect to purpose, content, group process and personal growth; Demonstrate knowledge of group work theory and its application by facilitating a small group.

Content: Topics will include the following: • Development and rationale for group work from historical and biblical perspectives; • Group planning, implementation and evaluation; • Styles of group leadership; • Stages of group development; • Interpersonal dynamics that may impact on groups and how to manage these issues e.g. conflict resolution; • Techniques for facilitating different types of groups; • Counselling and therapy groups; • Groups for community education; • Personal development as a group leader or facilitator. Teaching methods:

Face to face Mode; 14 weeks of face to face lectures, including tutorials and small group discussion. Text and other support materials with access to on-line journals (EBSCO).

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Student assessment: Major Paper – (2000 words, 40%), Practical Evaluation – (1000 words per field trip, 40%), Class Group Experience – (equivalent to 1500 words, 20%) Prescribed and recommended readings: Prescribed Readings: Corey, G. Theory and Practice of Group Counselling, 7th edn (New York: Worth, 2005). Yalom, I., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th edition). NY: Basic Books. Recommended reading Anderson, R. A., & Rees, C. S. (2007). Group versus individual cognitive-behavioural treatment for obsessive-compulsive disorder: A controlled trial. Behaviour Research and Therapy, 45(1), 123-137. doi: 10.1016/j.brat.2006.01.016 Bhatia, P. (2008). Who's afraid of the big bad group? Therapy Today, 19(3), 41-42. Bolton, R. (1989). People Skills. Sydney: McPherson's Printing Group Carter Sobell, L. & Sobell, M.B. (2011). Group therapy for substance use disorders: a motivational cognitive-behavioral approach. NY: Guilford Press. Dannahy, L., Hayward, M., Strauss, C., Turton, W., Harding, E., & Chadwick, P. (2011). Group person-based cognitive therapy for distressing voices: Pilot data from nine groups. Journal of Behavior Therapy and Experimental Psychiatry, 42(1), 111-116. doi: 10.1016/j.jbtep.2010.07.006 Forsyth, D. R. (2005). Group[ Dynamics 4th Ed: Wadsworth Publishing. Håland, Å. T., Vogel, P. A., Lie, B., Launes, G., Pripp, A. H., & Himle, J. A. (2010). Behavioural group therapy for obsessive–compulsive disorder in Norway. An open community-based trial. Behaviour Research and Therapy, 48(6), 547-554. doi: 10.1016/j.brat.2010.03.005 Johnson, D. W., & Johnson, F. P. (2006). Joining together: group theory & group skills New Jersey: Prentice-Hall International Inc. Jónsson, H., Hougaard, E., & Bennedsen, B. E. (2011). Dysfunctional beliefs in group and individual cognitive behavioral therapy for obsessive compulsive disorder. Journal of Anxiety Disorders, 25(4), 483-489. doi: 10.1016/j.janxdis.2010.12.001 Kelsall, D. (2011, 2011/05/17/). Group therapy for adolescents who self-harm. CMAJ: Canadian Medical Association Journal, 183, 933. King, S. (2008). Growing interest in group work. Therapy Today, 19(4), 24. Schneider Corey, M., Corey, G., Corey, C. (2010). Groups: process and practice (8th edition). Belmont, Calif: Brooks/Cole, Cengage Learning. Yalom, I.D. (2008) The Schopenhauer Cure. Carlton, Vic: Scribe Publications © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 41 Accredited Subject Outline

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CC305 Cross Cultural Counselling Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: •

•

• •

Discuss the specific area of counselling studied in this subject unit, with reference to biblical perspectives, describe its historical development and discuss its place in counselling/pastoral ministries today; Compare and contrast different approaches to the specific area of counselling studied in this subject unit, e.g. psychodynamic, behavioural, cognitive, client-centred, nouthetic, transpersonal and prayer; Critique at least one approach to the specific area of counselling studied in this subject unit; Discuss specific issues related to the area of counselling studied in this subject unit in personal reflection; and develop and explain a personal approach to the area of counselling studied in this subject unit, supporting the details of this approach with biblical principles and research material.

Content: Topics to be addressed will include: This will depend on the special area of counselling that is addressed in any given semester when this subject unit is offered. Areas covered in depth in other subject units will not be included, but topics introduced, but not expanded, in other subject units may be included. Possible areas include: • • • • • • •

Counselling children; Counselling youth; Cross-cultural counselling; Counselling people with serious or terminal illnesses; Counselling people who have been involved in abusive relationships; Counselling substance abusers; Special types of counselling employed by Christians, etc. Personal reflection.

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Teaching methods:

Face to face Mode: 14 weeks of face to face lectures, including tutorials and small group discussion. Resource EBSCO and comments on assessments.

Student assessment:

Major Assignment – (3000 words, 50%), Shorter papers, reports and tutorial work – 40%, Personal Reflection – 10%

Prescribed and recommended readings: Prescribed readings: Jones, I. F. (2006) The Counsel of Heaven on Earth: Foundations for Biblical Christian Counseling. Nashville: B & H Publishing Group Lingenfelter, S.G. (2003) Ministering Cross-Culturally: An Incarnational Model for Personal Relationships, 2nd ed., Grand Rapids: Baker Academic.

Recommended reading: Austin, J. (2005). Culture and Identity. Frenchs Forest: Pearson Education Australia Bouma, G. D. (2006). Australian soul: religion and spirituality in the 21st century. Port Melbourne: Cambridge University Press. Brett, M. G. (2008). Decolonizing God: The Bible in the Tides of Empire. Sheffield, UK.: Sheffield Phoenix Press. Boyd, D. (2008). You don’t have to cross the ocean to reach the world: The power of local cross-cultural ministry. Grand Rapids: Chosen Duane Elmer, Cross-Cultural Servanthood: Serving the World in Christlike Humility. IVP Books, 2006. Du Gay, P., Hall, S., Janes, L., Mackay, H. (2003). Doing Cultural Studies: The Story of the Sony Walkman. London: Sage Publications. Elmer, D. (2002). Cross-cultural connections: Stepping out and fitting in around the world. Downers Grove: Inter Varsity Press. Esman, M. J. (2009). Diasporas in the Contemporary World. Cambridge, UK: Polity Press. Fopp, R. (2008). Enhancing understanding: Advancing dialogue. Hindmarsh, SA: AFT Press. Frame, T. (2009). Losing my religion:Unbelief in Australia. Sydney: UNSW Press. Frame, T. R. (2006). Church and state: Australia's imaginary wall. Sydney: UNSW Press. Henman, P. (1991). Crosstalk: Topics of Australian Church and Society. Brisbane, Q.: Boolarong Publications. Hiebert, Paul G.(2009) The Gospel in Human Contexts: Anthropological Explorations for Contemporary Mission. Grand Rapids, Michigan: BakerAcademic.

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Hogan, Mikel. (2007) Four Skills of Cultural Diversity Competence: A Process for Understanding and Practice, 3rd ed. Belmont, CA: Thomson Brooks/Cole. Holmes, S. R. (2008). Public Theology in Cultural Engagement. Milton Keynes, UK: Paternoster. Lamb, W. W. H., & Barns, I. (2003). God Down Under: Theology in the Antipodes. Adelaide: AFT Press. McAuliffe, Garrett. (Ed.). Culturally Alert Counseling: A Comprehensive Introduction. Thousand Oaks, CA: Sage Publications, 2008. Mikula, M. (2008). Key concepts in cultural studies. NY: Palgrave Macmillan. Stenhouse, J. (2005). Christianity Modernity and Culture. Adelaide: AFT Press. Volf, M. (1996). Exclusion & Embrace: A Theological exploration of identity, otherness, and reconciliation. Nashville: Abingdon Press. Electronic Resources Hughes, P. J. (2000) Australia's Religious Communities[electronic resource] : a multimedia exploration / [Nunawading, Vic.] Christian Research Association. 1 CD-ROM ; 1booklet Hughes, P. J. (2004) Australia's Religious Communities[electronic resource] : a multimedia exploration / [Nunawading, Vic.] Christian Research Association. 1 CD-ROM ; 1booklet Audio Visual Cross Cultural DVDs Boyd, R., Gulpilil, ., Khadem, M., Levy, S., & Young, A. (2001). Serenades (DVD). Palace Entertainment. Cole, J., Fisher, P., Dingo, E., & SBS-TV. (2010). Tudawali. Australia: Umbrella Entertainment. De, H. R., Ryan, J., Gulpilil, Film Finance Corporation, Australia., South Australian Film Corporation., Palace Films (Firm), Madman Entertainment (Firm), AV Channel (Firm). (2006). Ten canoes. South Australia: Film Finance Corp. Delaney, A., & Glendinning, P. (2011). A well founded fear. Bendigo, Vic: Video Education Australasia. Dingo, E., Maza, B., Milliken, S., Saunders, J., Belling, K., Nehm, K., Beresford, B., Fringe Dweller Productions. (2004). The fringe dwellers. Australia: Umbrella Entertainment. Hall, D., Pitt, D., Sen, I., Hanlon, T.-J., Australian Film Finance Corporation., New South Wales Film and Television Office., Axion Films., Baxter Brothers Film Releasing. (2002). Beneath clouds. New York: Baxter Brothers Film Releasing Johnson, S., Glenn, G., Edgar, P., Anastassiades, C., Daniels, N., Mununggurr, S., Pilakui, J. S., Yothu Yindi Foundation. (2000). Yolngu boy. Moore Park, N.S.W: Australian Film Corp. Lahiff, C., Carlyle, R., Dance, C., Fox, K., & Home Vision (Firm). (2005). Black and white. United States: Home Vision. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 44 Accredited Subject Outline

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Loach, J., Bray, C., Munro, R., Watson, E., Wenham, D., Weaving, H., Humphreys, M., ... BBC Films. (2011). Oranges and sunshine. Australia: Icon Film Distribution. McKenzie, R., Mauboy, J., Dingo, E., Higgins, M., Rush, G., Perkins, R., & Chi, J. (2009). Bran nue dae. Australia: Roadshow Home Entertainment. Moraleda, K., Afif, R., Sacopraseuth, S., Rowland, M. J., Madman Entertainment (Firm), Film Finance Corporation Australia., & South Australian Film Corporation. (2007). Lucky miles. Collingwood, Vic: Madman Entertainment [distributor.] Nowra, L., Lander, N., Perkins, R., Myer, A., Maza, R., Morton-Thomas, T., Mailman, D., Eclipse Films Pty Ltd. (2000). Radiance. Australia: Universal Studios. Noyce, P., Olsen, C., Winter, J., Sampi, E., Sansbury, T., Monaghan, L., Gulpilil, ., ... Buena Vista Home Entertainment (Firm). (2003). Rabbit-proof fence. United States: Miramax Home Entertainment. O'Mahoney, I., Hardie, R., Sharkey, R., Friels, C., Special Broadcasting Service Corporation., & SBS-TV. (2011). Go back to where you came from. Australia: SBS-TV. Perkins, R., Dale, D., Panckhurst, H., Blackfella Films., Screen Australia., New South Wales., South Australian Film Corporation., ... SBS-TV. (2008). The first Australians: The untold story of Australia. Sydney: SBS. Roeg, N., Bond, E., Litvinoff, S., Agutter, J., Roeg, L., Gulpilil, ., Marshall, J. V., ... Criterion Collection (Firm). (1998). Walkabout. Irvington, NY: Criterion Collection. Thornton, W., Shelper, K., McNamara, R., Gibson, M., Screen Australia., New South Wales Film and Television Office., Scarlett Pictures., ... Central Australian Aboriginal Media Association. (2009). Samson & Delilah. Collingwood, Vic.: Distributed by Madman Entertainment. Other Available Resources http://www.nativealliance.org/resources.htm (This text, written by and for Native Americans or Indians, is an example of an attempt to develop a culturally-sensitive biblical worldview within non-Christian cultures and could be used as an illustration for developing models for Aboriginal and other cultures.)

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CC306 Counselling Adolescents and Young Adults Prerequisites:

CC106

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • • • • • • •

Use terminology and concepts relevant to working with adolescents in assessments. Develop counselling skills to help connect youth in meaningful relationships and discover appropriate ways to connect with youth. Describe the major theories on adolescent development in relation to their relational, emotional spiritual and physical needs of youth. Understand how to access the relevant resources and the principle of referrals. Compare and contrast how youth culture impacts counselling situations. Understand the legal obligations for duty of care and appropriate follow up i.e. abuse; suicide risk; self-harm; etc. Explore relevant youth recovery based programs to deal with issues such as unemployment, sexual identity, drugs, alcohol, broken family and peer pressure

Content: Topics to be addressed will include: • • • • • •

• • • • •

Developmental tasks of adolescents; Adolescent worldviews and perspectives; Adolescent spirituality; Psychological and behavioural disorders; Approaches to counselling adolescents; Counselling in relation to adolescent issues, e.g. employment/unemployment, sexual concerns, alcohol and drug use/misuse; Eating disorders; Self-harming; Suicidal intentions and behaviour; Homelessness, Academic underachievement and school problems etc.;

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• •

Counselling in different contexts e.g. dysfunctional and unstable family life; Attitudes and skills required to communicate and work with adolescents; referral and advocacy resources.

Teaching methods:

14 weeks of face to face lectures, tutorials, small group discussion and field trips i.e. Youth with a Mission and Mercy Ministries.

Student assessment:

Essay – (1500 words, 30%), Tutorial – (2 x 500 words, 20%), Practical Assessment – (equivalent to 1500 words, 30%), Field Trip Reports – (2 x 500 words, 20%)

Prescribed and recommended readings: Prescribed Readings Geldard, K., & Geldard, D. (2004). Counselling Adolescents: The pro-active approach: Sage.

Recommended Readings Bryant-Jefferies, R. (2004). Counselling young people: Person-centered dialogues. Abingdon: Radcliffe Galrod, A. G., Smulgan, L., Powers, S., & Kilkenny, R. (2007). Adolescent portraits: Identity, relationships and challenges 6th Ed: Allyn & Bacon. Goldring, J., & Rosen, D. (2004). Getting into adolescent heads: an essential update. Contemp Pediatr, 21-64. Jongsma, A. E. J., Peterson, L. M., McInnis, W. P., & Bruce, T. J. (2006). The Adolescent Psychotherapy Treatment Planner 4th ed. Hoboken, N.J: John Wiley & Sons. Parrott, L., III. (2000). Helping the struggling Adolescent: A guide to Thirty-six common problems for counselors, pastors and youth workers. Grand Rapids IL: Zondervan. Peterson, C. C. (2004). Looking forward through the lifespan: Developmental psychology 4th Ed. Frenchs Forest NSW: Pearson Prentice Hall. Rice, F. P., & Dolgin, K. G. (2007). The Adolescent: Development, Relationships, and Culture: Allyn & Bacon. Walker, S. (2005). Culturally competent therapy working with children and young people. Basington, New York: Palgrave Macmillan. Yust, K. M., Johnson, A. N., Sasso, S. E., & Roehlkepartian, E. C. (2006). Nurturing child and adolescent spirituality: Perspectives from the worlds religious traditions: Rowman & Littlefield Publisher.

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Journals Benson, P. L., Donahue, M.J., & Erickson, J.A. (1989). Adolescence and religion. Social Scientific Study of Religion, 1, 153-181. Clark, C. A., & Worthington, E.L. Jr. (1987). Family variables affecting the transmission of religious values from parents to adolescents: A review. Family Perspective, 20, 1-21. Enright, R. D. (1989). The adolescent as forgiver. Journal of Adolescence, 95-110. Griffith, J. L. (1986). Employing the God-family relationship in therapy with religious families. Family Process, 25, 609-618. Mansager, E. (2000). Holism, Wellness, Spirituality. Journal of Individual Psychology, 56(3), 237-241. McGrath, A. E. (1999). Christian spirituality. Oxford: Blakewell Publishers Inc. Pargament, K. I., & Brant, C.R. (1998). Religion and coping. In H. G. Koenig (Ed.), Handbook of religion and mental health (pp. 111-129). San Diego: Academic Press. Peteet, J. R. E. (2001). Putting suffering into perspective: Implications of the patient's world view. Journal of psychotherapy Practice and Research, 10(3), 187-192.

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CC307 Addiction Counselling Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: The student will gain a deeper understanding of the problems associated with substance abuse and addiction and how to assist those affected by them. On completion of this subject unit, the student will be able to: • • • • • •

Describe the issues involved in the use of alcohol and other drugs within sociological, spiritual and psychological perspectives; Describe and contrast several approaches to counselling for substance abuse and addiction, (secular and Christian); Describe the spiritual, physiological and psychological effects of alcohol and other drugs of addiction; Recognize the ethical issues involved in counselling for alcohol and other drugs of addiction; List the skills required for effective counselling of clients with problems of substance misuse or addiction and describe the ethical issues involved. Opportunity for personal reflection.

Content: Topics to be addressed will include: • • • • • •

• •

Epidemiology of substance related disorders; Sociological, spiritual and psychological perspectives on the aetiology of substance related disorders; Forms of addiction; General and specific effects of various substance related disorders at personal, family and community levels; Biblically based attitudes and approaches to counselling for substance abuse; Differing modes of therapy for addictive disorders, e.g cognitive and behavioural approaches, brief intervention and motivational interviewing, self-help groups, individual therapy, family therapy, pharmacological approaches; Specific skills required for counselling clients with problems of addiction; Ethical issues in counselling for substance related disorders e.g. boundary setting;

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• •

Assessment and referral; And preventive strategies.

Teaching methods:

Students will learn through lectures, tutorials, personal study, case studies, role-plays, field trips and assessment comments on their work. Sometimes the structure will be through intensives.

Student assessment:

Major Essay – (2000 words, 40%), Tutorial Papers – (2 x 1000 words, 40%), Practical Assessment – (1000 words) 20%

Prescribed and recommended readings: Prescribed Reading Mc Gill, T. (2006). Dealing with drugs: A guide for families and counsellors. Elsternwick, Vic: Insight Publications.

Recommended Readings American Psychiatric Association, D.-I.-T. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th ed: . Washington DC: American Psychiatric Association. Anderson, N. T. (1996). Freedom from addictions: Breaking the bondage of addiction and finding freedom in Christ. Ventura, CA: Regal. Barrett, C. (No date). Beyond AA. Oregon: Greenleaf. Fabiano, F., & Fabiano, C. (2003). Healing the past: Releasing your future. Tonbridge: Sovereign World. Glasser, W. (1999). A New Psychology of Personal Freedom. Perennial: Harper. Grace, M. (2006). Wesley Mission Rehabilitation Induction Manual. Liverpool: Wesley Mission. Hart, A. D. (1991). Healing Life's Hidden Addictions: Crossway Books. Pullinger, J. (2005). Studies in Addiction: Setting the captives free. Hong Kong: St Stephen's Society. Wilson, B. (2008). Alcoholics Anonymous. USA: World Services Inc. Zangench, M., Blaszczynski, A., & Turner, N.E. (2007). In the pursuit of winning: Problem gambling theory, research and treatment: Springer.

Journals Aira, M., Hartikainen, S., & Sulkava, R. (2005, July). Community prevalence of alcohol use and concomitant use of medication—a source of possible risk in the elderly aged 75 © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 50 Accredited Subject Outline

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and older?. International Journal of Geriatric Psychiatry, 20(7), 680-685. Retrieved July 16, 2008, doi:10.1002/gps.134 Goodman, R. (1987, December). Adult Children of Alcoholics. Journal of Counseling & Development, 66(4), 162. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database. Scott, C. (2000, Summer2000). Ethical Issues in Addiction Counseling. Rehabilitation Counseling Bulletin, 43(4), 209-214. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database Weaver, S., & Wilson, C. (1997, September). Addiction Counselors Can Benefit From Appropriate Humor in the Work Setting. Journal of Employment Counseling, 34(3), 108-114. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database.

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CC308 Crisis Intervention/Trauma Counselling Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • Identify people in crisis and the role of a counsellor in dealing with crises; name and describe which crises; • Apply the skills necessary for effective crisis intervention and management to a given critical situation; • Use the terminology and concepts associated with trauma and identify the role of a counsellor in such a context; • Assess what role forgiveness might play in the counselling process; • Name and describe strategies and techniques for counselling traumatized people and apply knowledge and skills to a (mock) situation where a person might benefit from trauma counselling; • Understand their own responses to people in crisis and explore what role, if any, the spirituality of the person in crisis might have in the process of counselling. Content: The following topics will be addressed: • Definitions and characteristics of crisis and trauma; • Characteristics of effective crisis counsellors; • theories of crisis and crisis intervention; crisis intervention models; physiological and psychological reactions to trauma; • Basic crisis intervention skills including critical incident stress de-briefing; Trauma counselling strategies and techniques for varying contexts e.g.: o Suicide; o Life-threatening; o Long-term injury; o Sickness; o Victims of crime (including sexual assault, domestic violence, child abuse); o Terrorism; o Natural disaster; • Impact of trauma on children and adolescents; multicultural aspects of crisis intervention; © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 52 Accredited Subject Outline

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• Spiritual symbolism and trauma counselling. Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion On-line resources such as EBSCO. Role play (mock) practical experience. Comments on Assessment.

Student assessment:

Major Essay – (2000 words, 40%), Tutorial Paper – (1000 words, 20%), Case Study – (1000 words, 20%), Journal – (1000 words, 20%)

Prescribed and recommended readings: Prescribed Reading: Wright, H. N. (2003). The New Guide to Crisis and Trauma Counseling. Ventura, CA: Regal. Robinson, S. Ministry in Disaster Settings, (special price available at Intensive)

Recommended Readings: CAPA Quarterly, Traumatic Histories, Issue 1. (2009) PACFA eNews available electronically. See The World Conference of Psychotherapy, Beijing October 2008. Chapter six: Counselling that fosters forgiveness Malony, H. N., & Augsburger, D. W. (2007). Christian Counseling: An Introduction. Nashville: Abingdon Press. Goodwin, D. (2005). Kids in Crisis 2nd ed/. Windsor: Kidsreach. James, R. K., & Gilliland, B. E. (2005). Crisis intervention strategies 5th ed. Belmont, CA: Thomson Brooks/Cole. Jongsma, A. E. J. (2006a). The child psychotherapy treatment planner 4th ed. Hoboken, NJ: John Wiley & Sons. Jongsma, A. E. J. (2006b). The Crisis Counselling and Traumatic Events Treatment Planner. Hoboken, NJ: John Wiley & Sons. Malony, H. N., & Augsburger, D. W. (2007). Christian Counseling: An Introduction. Nashville: Abingdon Press. Tunnecliffe, M. (2007). A life in crisis: 27 lessons from acute trauma counsellng work. Palmyra, WA: Bayside. Van Ornum, W. (1989). Crisis Counseling with Children and Adolescents. New York: Continuum. Robinson, S. (2007). Ministry in Disaster Settings: Lessons from the edge. Sydney: Stephen Robinson.

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Journals Budd, F., & Newton, M. (2003, Winter). Healing the Brokenhearted: Cross and Couch Together. Journal of Psychology & Christianity, 22(4), 319-322. Retrieved July 16, 2008, from Religion and Philosophy Collection database. Brown, F., & Rainer, J. (2006, August). Too much to bear: An introduction to crisis intervention and therapy. Journal of Clinical Psychology, 62(8), 953-957. Retrieved July 16, 2008, doi:10.1002/jclp.20281 Beaudreau, S. (2007, June). Are trauma narratives unique and do they predict psychological adjustment?. Journal of Traumatic Stress, 20(3), 353-357. Retrieved July 16, 2008, doi:10.1002/jts.20206 Gaffney, D. (2006, August). The aftermath of disaster: Children in crisis. Journal of Clinical Psychology, 62(8), 1001-1016. Retrieved July 16, 2008, doi:10.1002/jclp.20285 Krysinska, K., & De Leo, D. (2007, August). Telecommunication and Suicide Prevention: Hopes and Challenges for the New Century. Omega: Journal of Death & Dying, 55(3), 237-253. Retrieved July 16, 2008, doi:10.2190/OM.55.3.e Myer, R., & Moore, H. (2006, Spring2006). Crisis in Context Theory: An Ecological Model. Journal of Counseling & Development, 84(2), 139-147. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database. Mancini, A., & Bonanno, G. (2006, August). Resilience in the face of potential trauma: Clinical practices and illustrations. Journal of Clinical Psychology, 62(8), 971-985. Retrieved July 16, 2008, doi:10.1002/jclp.20283

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Updated 10/01/2013

CC309 Counselling Children Prerequisites:

CC106

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this unit students will be skilled in knowledge, understanding and practical application of counselling principles regarding children and will be able to: • •

•

•

• •

Understand issues related to counselling children who suffer from grief, neglect, abuse and trauma. Address important aspects of the child’s world, including o The child’s ‘Schema’ o The effects of positive and negative self-esteem and the role they play in counselling; Understand various therapies and how they are used in counselling children, including o Reality Therapy o Behavioural Modification Programs o Client Centred Counselling o Rational Emotive Behavioural Therapy Devise and employ a counselling process including: o Developing a counselling relationship o Using listening skills o Applying various counselling techniques relevant to children o Bringing counselling to a conclusion Identify appropriate counselling tools and games for use with children Discuss issues of professional ethics and practice in relation to counselling children

Content: The subject unit explores: •

•

Important aspects of the child’s world, including: º The child’s ‘Schema;’ º The effects of positive and negative self-esteem and the role they play in counselling. Characteristics of and issues affecting children with special needs, including some or all of the following topics: º Sexually abused children;

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Psychologically (emotionally) abused children; Children with grief; Children with Attention Deficit and related disorders. • Various therapies in children’s counselling, including some or all of the following: º Reality Therapy; º Rational Emotive Therapy; º Cognitive Behavioural Therapy; º Client Centred Counselling; • Counselling tools that can assist in the counselling process: º Art; º Play Dough; º Object Lessons; º Games and Play; º Computer; º Groups. • What it means to be a ‘Counselling Professional’ including: º Issues of confidentiality and ethics; º Integration of faith and practice and the role of the Holy Spirit in Christian Counselling; º Clinical supervision; º Keeping records. º º º

Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion. Access to on-line journals (EBSCO), Use of Films and Audio Visual resources.

Student assessment:

Practical Assessment – (equivalent to 1000 words, 20%), Essay – (2000 words, 40%), Essay – (2000 words, 40%)

Prescribed and recommended readings: Prescribed Reading Goodwin, D. C. (2005). Kids in crisis: Christian counselling for children. North Richmond, NSW: Kidsreach. TRC 253.7 GOO

Recommended Reading Goodwin, D. C. (2003). Empowering Children North Richmond, NSW: Kidsreach.

Further Reading: Adams, D. (1992). Children, divorce, and the church. Creative leadership series. Nashville: Abingdon Press. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 56 Accredited Subject Outline

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Byrd, W. &Warren, P., (1989). Counseling and children. Resources for Christian counseling, v. 22. Dallas: Word Pub. Brooks, B. & Siegel, P. M., (1996). The scared child: Helping kids overcome traumatic events. New York: John Wiley & Sons. Ellsworth, L. (2007). Choosing to heal: Using reality therapy in the treatment of sexually abused children. New York: Routledge. Geffner, R., Jaffe, P. G., & Sudermann, M. (2000). Children exposed to domestic violence: Current issues in research, intervention, prevention, and policy development. New York: Haworth Maltreatment & Trauma Press. Geldard, D., & Geldard, K. (2008). Counselling children: A practical introduction. Thousand Oaks, Ca: Sage Publications. Goodwin, D. C. (2000). Goodwin, David C. Child Abuse in the Church: the problem and prevention of child abuse in church programmes (Third Edition). Windsor: Kidsreach. Greenwald, R. (2005) Child trauma handbook: a guide for helping trauma-exposed children and adolescents. New York: Haworth Maltreatment and Trauma Press: Haworth Reference Press. Hart, A. D. (1982) Children & divorce: what to expect, how to help Waco, Tex.: Word Books. Heitritter, L & Vought, J. (2006). Helping victims of sexual abuse. Minneapolis, Minn: Bethany House. Johnson, K. (1998). Trauma in the lives of children: Crisis and stress management techniques for counselors, teachers, and other professionals. Alameda, Calif: Hunter House publishers. Kearney, R. T. (2001). Caring for sexually abused children: A handbook for families & churches. Downers Grove, Ill: InterVarsity Press. Landreth, G. L., Jones, L., & Giordano, M. (2005). A practical handbook for building the play therapy relationship. Lanham: Jason Aronson. Martin, G. (1992). Critical problems in children and youth. Contemporary Christian counseling, 5. Dallas: Word. Stallard, P. (2002). Think good, feel good: A cognitive behaviour therapy workbook for children and young people. Chichester, West Sussex: Wiley. Sweeney, D S. (1997) Counseling children through the world of play. Wheaton, IL.: Tyndale House. Thompson, C. L. & Henderson, D. A., (2007). Counseling children: A developmental approach. Belmont, Calif: Thomson Brooks/Cole. Van Ornum, W. (2000) Crisis counseling with children and adolescents: a guide for nonprofessional counselors. New York: Crossroad. Walker, S. (2005). Culturally competent therapy working with children and young people. Basington, New York: Palgrave Macmillan

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White, John (1979). Parents in pain: a book of comfort and counsel. Downers Grove Ill: InterVarsity Press.

Journals Flitton, B., & Buckroyd, J. (2005, June). Counselling children and young people who attend a school for children with complex needs: A Case Study. Counselling & Psychotherapy Research, 5(2), 131-137. Retrieved July 16, 2008, doi:10.1080/1744169050025870 Looker, T. (2006, February). Counselling children, adolescents and families. A strengthsbased approach. European Child & Adolescent Psychiatry, 15(1), 61-61. Retrieved July 16, 2008, doi:10.1007/s00787-006-0471O'Brien, P., & Burnett, P. (2000, August). Counselling children using a multiple intelligence framework. British Journal of Guidance & Counselling, 28(3), 353. Retrieved July 16, 2008, from Psychology and Behavioral Sciences Collection database. Pattison, S. (2006, June). Making Every Child Matter: A Model for Good Practice in Counselling Children and Young People with Learning Disabilities. Pastoral Care in Education, 24(2), 22-27. Retrieved July 16, 2008, doi:10.1111/j.14680122.2006.00361.x Tan, S.-Y. (1992). The Holy Spirit and counseling ministries. The Christian Journal of Psychology and Counseling, 7(3), 8-11.

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Updated 10/01/2013

CC310 Special Counselling Elective Prerequisites: CC101 Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: •

•

• •

Discuss the specific area of counselling studied in this subject unit, with reference to biblical perspectives, describe its historical development and discuss its place in counselling/pastoral ministries today; Compare and contrast different approaches to the specific area of counselling studied in this subject unit, e.g. psychodynamic, behavioural, cognitive, client-centred, nouthetic, transpersonal and prayer; Critique at least one approach to the specific area of counselling studied in this subject unit; Discuss specific issues related to the area of counselling studied in this subject unit in personal reflection; and develop and explain a personal approach to the area of counselling studied in this subject unit, supporting the details of this approach with biblical principles and research material.

Content: Topics to be addressed will include: This will depend on the special area of counselling that is addressed in any given semester when this subject unit is offered. Areas covered in depth in other subject units will not be included, but topics introduced, but not expanded, in other subject units may be included. Possible areas include: • • • • • •

Counselling children; counselling youth; Cross-cultural counselling; Counselling people with serious or terminal illnesses; Counselling people who have been involved in abusive relationships; Counselling substance abusers; Special types of counselling employed by Christians, etc. Personal reflection.

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Teaching methods:

Student assessment:

Face to face Mode: 14 weeks of face to face lectures, including tutorials and small group discussion. Resource EBSCO and comments on assessments.

Major Assignment – (3000 words, 50%), Shorter papers, reports and tutorial work – 40%, Personal Reflection – 10%

Prescribed and recommended readings: A list will be supplied that is relevant for the area of counselling that is addressed in this subject unit in any given semester when it is offered.

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Updated 10/01/2013

CC311 Narrative Therapy Prerequisites: CC101 Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • • •

•

•

Integrate narrative approaches to counselling with relevant narrative, theological and ministry perspectives; Evaluate the use of narrative in counselling and community work from Videos/DVD’s ; View narrative therapists and evaluate the use of narrative therapy in counselling and community work and identify and describe situations which are most suited to the use of narrative therapy Demonstrate micro-skills appropriate to the use of narrative therapy and reflect in role play practice how your personal approach to narrative therapy is understood. Summarise recent literature (including peer-reviewed journal articles) relating to the application of narrative therapy

Content: Topics to be addressed will include: • •

• • •

Overview of narrative therapy, Technical and philosophical underpinnings of narrative therapy, including but not restricted to reference to: o Relation of narrative counselling to postmodernism o Constructionism and social constructionism; Role play techniques; Indications for the use of narrative therapy; and Use of narrative therapy in varying contexts including but not restricted to o Children; o People in care; o Prisons and health care.

Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion. Text and other support materials with access to on-line journals (EBSCO). Video and role play participation

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Student assessment:

Major Paper – (2000 words, 40%), Role Play – (equivalent to 750 words, 15%), Journal – (1000 words, 20%), Report – (1000 words, 20%), Reflection Journal – 5%

Prescribed and recommended readings: Prescribed Reading: Denborough, D. (2006). Trauma: Narrative responses to traumatic experience. Adelaide: Dulwich Centre Publications. Recommended Reading Brown, C. and T. Augusts-Scott (2006). Narrative Therapy: Making meaning, making lives. Thousand Oaks, CA, Sage Publications Inc Carlson, T. D., & Erickson, M.J. (2001). "Honoring and privileging personal experience and knowledge: Ideas for a narrative therapy approach to training and supervision of new therapists." Contemporary Family Therapy: 199-220 Catanach, A. (2008). Narrative approaches in play with children. London UK, Jessica Kingsley Publishers Flaskas, C., McCarthy, I., Sheehan, J. (eds) (2007). Hope & Despair in Narrative and Family Therapy: Adversity, Forgiveness and Reconciliation. East Essex: Rootledge. Freedman, J., & Combs, G. (1996). Narrative Therapy. New York: W.W. Norton & Company, Inc. 500 Fifth Avenue. Miller, J., & O"Byrne, P. (2002). Brief counseling: Narratives and solutions. New York: Palgrave. Monk, G., & Epston, D. (1997). Narrative therapy in practice: the archaeology of hope. San Francisco: Jossey-Bass. Moules, N. J. (2000). Postmodernism and the sacred: reclaiming connection in our greaterthan-human worlds. Journal Of Marital and Family Therapy, 26(2), 229-240. Winslade, J. M., & Monk, G. D. (2007). Narrative Counseling in Schools. Thousand Oaks, CA: Corwin Press.

Journals Besa, D. (1994). Evaluating narrative family therapy using single-system research designs. Research on Social Work Practice, 4(3), 309-325. Carlson, T. D., & Erickson, M. J. (2000). Re-authoring spiritual narratives: God in persons' relational identity stories. Journal of Systemic Therapies, 19(2), 65-83.

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Carlson, T. D., & Erickson, M.J. (2001). Honoring and privileging personal experience and knowledge: Ideas for a narrative therapy approach to training and supervision of new therapists. Contemporary Family Therapy, 199-220. Monk, G. (1997) Contemporary Family Therapy, 199-220 Moules, N. J. (2000). Postmodernism and the sacred: reclaiming connection in our greaterthan-human worlds. Journal Of Marital and Family Therapy, 26(2), 229-240. Zimmerman, J. L., & Dickerson, V.C. (1994). Using a narrative metaphor: implications for theory and clinical practice. Family Process, 33, 233-397.

Other Available Resources Further journals available from www.dulwichcentre.com.au

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Updated 10/01/2013

CC312 Counselling and Pastoral Care for the Ageing Prerequisites:

CC101

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • •

•

•

• •

• •

• •

Identify and understand the demography of ageing in Australia and the various expressions of the Christian response to this; Explore how society/community views aged people. Analyse the effect of church care on the lives of the ageing people, in the past (early church history) and present reporting on the positive and negative aspects; Identify some of the common difficulties of ageing people, and outline the major ways the following are dealt with: facing the loss of independence, failing faculties, suffering, chronic ill health, disability and weakness, mental health and emotional problems, especially dementia, depression and anxiety; Analyse strengths and weaknesses of responses to the common difficulties of ageing people by secular institutions, the family and the church, considering the extent of the church’s responsibility for the well-being of the elderly; Explore what it means to ‘age well’. Reflect on the specific suggestions for how the value and dignity, meaning and purpose, security and belonging can increasingly be conveyed to the elderly;. Discuss the extent of elderly neglect, abuse, hygiene, physical and emotional exploitation; Describe the elderlies’ basic psycho-spiritual needs – value and dignity, meaning and purpose, security and belonging in the light of Erickson’s Human Life Span Development Model; Discuss and evaluate issues related to caring for carers, emotional support, and counselling; and Personal reflection on the impact of the field trips with feedback from lecturer and peers

Content: This module enhances the student’s knowledge, understanding and skills for counselling the elderly. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 64 Accredited Subject Outline

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• • • • • • • • •

• •

Overview of the demography of ageing in Australia and of the ageing process. Positive and negative aspects of aging care with reference to appropriate research on ageing. Issues for the aged and the chronically ill related to stages of care: Self Care; Hostel Care; Nursing Home Care; and Palliative Care. Basic psycho-spiritual needs – value and dignity, meaning and purpose, security and belonging. Facing the loss of independence, failing faculties, suffering, chronic ill health, disability and weakness. Mental health and emotional problems, especially dementia, depression and anxiety. Elderly neglect, abuse, and exploitation. The loss of spouse and other significant losses; Unfinished business from the past. There will be supervised visits which will offer opportunity for observation and reflection in group work in the classroom; educational visits to facilities for the aged; and On-campus sessions where issues from the above can be raised; Strategies for engaging with elderly and chronically ill people; modifying counselling approaches for the elderly; etc.; Caring for carer issues.

Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion. Text and other support materials with access to on-line journals (EBSCO), and Field Trips

Student assessment:

Assignment – (2500 words, 50%), Field Visit Reports – (500 words each, 20%), Tutorial Paper – (1000 words, 20%), Journal – (500 words, 10%)

Prescribed and recommended readings: Prescribed Reading: MacKinlay, E., B., Ellor, J., & Pickard, S (ed). (2001). Aging, Spirituality and Pastoral Care: A multinational perspective. New York: Hamworth Press.

Recommended Readings: Anderson, N. (2000). Christ-centered therapy: the practical integration of theology and psychology. Grand Rapids, Mich.: Zondervan Publishing House. Clinebell, H. (1984). Basic types of pastoral care and counseling. Nashville: Abingdon Press. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 65 Accredited Subject Outline

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Hunter, R. J. E. (1990). Dictionary of Pastoral Care and Counseling. Nashville: Abingdon. Jamieson, D. (2004). Walking with Forgotten People: some aspects of pastoral care with older people. Kirkwood, N. A. (1995). A hospital handbook on Multiculturalism and religion. Newtown NSW: Millennium. Lebacqz, K. (2000). Ethics and Spiritual Care: a guide for Pastors, Chaplains and Spiritual Directors. Nashville, TN: Abingdon Press. MacKinlay, E., B. (2006). Aging, Spirituality and Palliative Care. New York: Hamworth Press. Patton, J. (2005). Pastoral Care: An essential guide: Abbingdon Press. Pembroke, N. (2006). Renewing pastoral practice: Trinitarian perspectives on pastoral care & counseling. UK: Ashgate Publishing Ltd. Switzer, D. (2000). Pastoral Care Emergencies: Fortress Press. Wolfelt, A. D. (2005). Companioning the Bereaved: A Soulfull guide for caregivers: Companion Press. Yoder, G., & Wolfelt, A. D. (2005). Companioning the Dying: Companion Press. Journals Journal of Religion, Spirituality & Aging Journal of Religious Gerontology Journal Articles Aira, M., Hartikainen, S., & Sulkava, R. (2005, July). Community prevalence of alcohol use and concomitant use of medication—a source of possible risk in the elderly aged 75 and older?. International Journal of Geriatric Psychiatry, 20(7), 680-685. Retrieved July 16, 2008, doi:10.1002/gps.1340 Bryden, C. M., E.B. (2002). A spiritual journey towards the divine: A personal view of Dementia. Journal of Religious Gerontology, 13(3-4), 6975. Cankurtaran, E., & Eker, E. (2007, Fall2007). Being Elderly in a Young Country. International Journal of Mental Health, 36(3), 66-72. Retrieved July 16, 2008, doi:10.2753/IMH00207411360308 Beaudreau, S. (2007, June). Are trauma narratives unique and do they predict psychological adjustment?. Journal of Traumatic Stress, 20(3), 353-357. Retrieved July 16, 2008, doi:10.1002/jts.20206 Hill, A., & Brettle, A. (2006, November). Counselling older people: what can we learn from research evidence?. Journal of Social Work Practice, 20(3), 281-297. Retrieved July 16, 2008, doi:10.1080/02650530600931807 Websites www.centreforaging.org.au http://myweb.tiscall.co.uk/dementia

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Updated 10/01/2013

CC313 Introduction to Counselling Research Prerequisites:

CC204, CC205

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will have in-depth knowledge and understanding in a chosen area relevant to counselling and will be able to: • • • •

•

• • •

Understand the nature of research and the role of theory in research and the ethical principles necessary. Describe, discuss and analyse the results or findings of the specific independent study topic; Demonstrate and develop a spirit of enquiry which will be foundational for a lifetime of learning, either formal or informal; Outline and compare research paradigms and concepts including key features of: º Qualitative approaches and º Quantitative approaches. Describe, distinguish between the following concepts as they apply to knowledge claims arising from research activity º Generalisability, º Reliability and º Validity. Apply a selected research method in a brief study; Make sound, unbiased observations, analyse findings, draw logical conclusions and recognise cultural biases; and Discover and use resource materials appropriately.

Content: The topic for this study may be chosen from any area relevant to counselling and approved by the Academic Supervisor for Counselling. Teaching methods:

14 weeks of face to face lectures presenting concepts and research process with regular assessment, plus tutorials and small group discussion on actual research projects. Text and other support materials with access to on-line journals (EBSCO)

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Student assessment: Major Paper – (4000 words, 75%), Project Performance – (750 words, 15%), Oral Presentation – (equivalent to 500 words, 10%) Prescribed and recommended readings: Prescribed Reading Robson, C. (2002). Real World Research: A resource for Social Scientists and PractitionerResearchers 2nd Ed. USA: Blackwell Publishing. McLeod, J. (1994). Doing counselling Research. London: SAGE Publications.

Recommended Readings Donnelly, R. A. J. (2004). The complete idiot's guide to statistics. New York: Alpha. Group, F. I. N. I. o. A. W. (1999). Multidimensional Measurement of Religiousness/Spirituality for Use in Health Research. Johnson, W. B. (1993). Outcome research and religious psychotherapies: where are we and where are we going? Journal of Psychology and Theology, 21, 297-308. McLeod, J. (1994). Doing counselling Research. London: SAGE Publications. McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy. London: SAGE Publications. Mitchell, M., & Jolley, J. (2001). Research Design Explained. Fort Worth: Harcourt College Publishers. Robson, C. (2002). Real World Research: A resource for Social Scientists and PractitionerResearchers 2nd Ed. USA: Blackwell Publishing. Zwartz, B. (2007). Findings from Australian Youth: Spirituality Research.

Journals Gingerch, W. J., & Eisengart, S. (2000). Solution-Focused Brief Therapy: A Review of the Outcome Research. Family Process, 39(4), 477-498. Hughes, M., Helm, J.C., Hays, E.P., Flint, H.G., Koenig, & Blazer, D.G. (2000). Does private religious activity prolong survival? A six-year follow-up study of 3,851 older adults. Journal of Gerontology: Medical Sciences, 55A(7), M400-M405. Sorenson, R. L., & Derflinger, K. R. (2004). National collaborative research on how students learn integration: Final report. Journal of Psychology and Christianity, 23(4), 355-376. Underwood, L. G. (2006). Ordinary spiritual experience: Qualitative research, interpretive guideline, and population distribution for the Daily Spiritual Experience Scale. Archive for the Psychology of Religion, 28(1), 181-218.

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Updated 10/01/2013

CL301 Chaplaincy Theory Prerequisites:

MP202

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: On successful completion of this subject unit, the student will be able to: • •

• • •

Understand the role chaplain within schools/hospitals and various facilities as necessary in regard to the care and welfare of the people in their care; Discuss different types of facilities: º Schools, º Ministry Group, º Aged Care Providers, º Prison Ministry Group, º Jails and other relevant organisations which employ chaplains; Explain the role of a chaplain in the light of the historical developments and contemporary understanding of this vocation; Understand the range of contexts and needs in which chaplains operate; and Discuss specific situations faced by chaplains such as: º Ethical, º Theological, º Practical and º Evaluate strategies for working in those situations.

Content: Topics to be addressed will include: • • •

• • • • • •

Historical background of chaplaincy and pastoral care Theological reflection. Current trends in issues: º Youth culture, º Aged care, º Prisons, etc; Serving the community; Relating to staff and dealing with crises; Communicating the Gospel to unchurched; Support groups; The role of chaplain’s in various facilities The importance of training and ongoing self-care.

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Teaching methods:

14 weeks of face to face lectures, including tutorials and small group discussion. Field visits to hospitals and various facilities.

Student assessment:

Major Report – (2000 words, 40%), Tutorials – (equivalent to 1500 words, 30%), Essay – (1500 words, 30%)

Prescribed and recommended readings: Prescribed Readings: Anderson, R. S. (2003). Spiritual Caregiving as Secular Sacrament: A Practical Theology for Professional Caregivers. London: Jessica Kingsley Publishers.

Recommended Readings: Berlach, R.G. & Thornber, B.E.R. Pastoral Care: The First ten years of Chaplaincy in W.A. Government Schools (The Churches’ Commission on Education I: WA, nd) Borowski, A., S. Encel, et al., Eds. (2007). Longevity and social change in Australia. Sydney, UNSW Press. Cobb, M., Puchalski, C. M., & Rumbold, B. (2012). Oxford Textbook of Spirituality in Healthcare. Oxford NY: Oxford University Press. Honeycutt, F. G. (2011). The Truth Shall Make You Odd: Speaking with Pastoral Integrity in Awkward Situations. Grand Rapids MI: Brazos Press. Kabamba, J. (2007). The Chaplaincy Phenomena. Brisbane Queensland: Spencer Publishing. Kallmier, R. (2011). Caring and Counselling. Waverley, Surrey: CWR. Kimble, M. A., & McFadden, S. H. (Eds.). (2003). Aging, Sirituality and Religion: A Handbook (Vol. 2). Minneapolis: Fortress Press. Lebacqz, K. (2000). Ethics and Spiritual Care: a guide for Pastors, Chaplains and Spiritual Directors. Nashville, TN: Abingdon Press. Long, J. Generating Hope: A Strategy for Reading the Postmodern Generation (Downers Grove, IL: IVP, 1997). MacKinlay, E. (2001). The spiritual dimension of ageing. London, Jessica Kingsley. MacKinlay, E. (2008). Agiing, disability and spirituality. London, Jessica Kingsley Publishers. MacKinlay, E., B. (2006). Aging, Spirituality and Palliative Care. New York, Hamworth Press. McSherry, W. (2006). Making sense of spirituality in Nursing and Health Care practice. London, Jessica Kingsley Publisher. Minichiello, V. and I. Coulson, Eds. (2005). Contemporary issues in gerontology: promoting positive ageing. Sydney, Allen & Unwin. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 70 Accredited Subject Outline

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Mottram, K. P. (2007). Caring for those in Crisis: Facing Ethical Dilemmas with Patients and Families. Grand Rapids, Michigan: Brazos Press. Oden, T. C. (1984). Care of Souls in the Classic Tradition. Philadelphia, Fortress Press. Orchard, H. (Ed.). (2001). Spirituality in Health Care Contexts. London: Jessica. Pembroke, N. (2004). Working relationships: Spirituality in human service and organisational life. London, Jessica Kingsley Publishers. Pembroke, N. (2006). Renewing pastoral practice: Trinitarian perspectives on pastoral care & counseling. UK, Ashgate Publishing Ltd. Richards, P. S., & Bergin, A.E. (1997). A spiritual strategy for counseling and psychotherapy. Washington, DC: American Psychological Association Roberts, S. B. (2012). Professional Spiritual & Pastoral Care. Woodstock, VT: SkyLight Paths Publishing. Robinson, S. (2007). Ministry in Disaster Settings: Lessons from the edge. Robinson, Stephen George Tan, S.-Y. (2003). Rest - Experiencing God's peace in a restless world: Regent College Publishing. Tunnecliffe, M. (2007). A life in crisis: 27 lessons from acute trauma counsellng work. Palmyra, WA: Bayside. Woodland, D., Dimon, B. (2006). Picking up the pieces: A life of care and compassion. Sydney: Pan MacMillan.

Journals Campbell-Reed, E. R., & Scharen, C. (2011). "Holy cow! This stuff is real!" From Imagining Ministry to Pastoral Imagination. Teaching Theology and Religion, 14(4), 323-342. Galek, K., Flannelly, K. J., Koenig, H. G., & Fogg, S. L. (2007). Referrals to Chaplains: The role of religion and spirituality in healthcare settings. Mental Health, Religion & Culture, 10(4), 363-377. Galek, K. F. (2011). Burnout, Secondary Traumatic Stress and Social Support. Pastoral Psychology, 60(5), 633-649. Gulliver, A. G. (2010). Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10, 113. LaRocca-Pitts, M. (2009). In FACT, Chaplains have a spiritual assessment tool. Australian Journal of Pastoral Care and Health, 3(2), 8-.

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CL302 Chaplaincy Skills Prerequisites:

CL301

Workload:

42 contact hours, 84 personal study hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: In this subject unit, students will through reading, observation and experience understand the daily role of the chaplain in the schools/hospitals/prisons/institutions, experiencing first-hand the joys and frustrations of chaplaincy. They will be able to: • Understand, evaluate and use basic principles of clear reasoning, effective communication and counselling in relationship with people in the context of chaplaincy; • Demonstrate their knowledge of various situations that arise out of the community, and suggest ways for approaching those situations; • Demonstrate the following micro-skills o Active listening skills o Observation skills o Appropriate self-disclosure o Conflict management skills • Demonstrate sensitivity to cultural, religious and educational differences and critically reflect on the situations which require tact, awareness and acceptance of different values, and use an approach which is accepting of others while holding firmly to personal beliefs; • Appreciate the difficulties and satisfaction of being a chaplain; • Explore the varying contexts in which chaplains work and the different challenges in each; reflect on experience individually and as part of a team in fieldwork experience. Content: Topics covered will include the following: º º º º º º º

principles of communication micro-skills conflict management cultural issues, related to ethnicity and organizations activities and roles related to chaplains ethical issues in religious activities of the chaplain values in different contexts

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preparation and review of field trips such as:  Westmead Hospital (Baptist Hospital Chaplain, Brenda Robilliard)  Calvary Hospital (Priest)  Wesley Mission – Rev David Van Akker (Chaplain to Elderly) School Visits – Mary Carter (School Chaplain)  Jail – Neil Turner or Ian Minnis (Prison Fellowship)

Teaching methods:

Face to face lectures 40 hours Tutorial group case presentations. Field Trips at least 4 Class face to face discussion re field trips. Groups’ supervision in reference to future placement visits i.e.: ethics; professional development issues. Reviewing the overall course material as needed.

Student assessment:

Essay – (1000 words, 20%), Tutorial Papers – (1000 words, 20%), Journal – (1500 words, 30%), Field Trip Report – (250 words each, 20%), Role Plays – 10%

Prescribed and recommended readings: Prescribed Readings: Kabamba, J. (2007). The Chaplaincy Phenomena. Brisbane Queensland: Spencer Publ

Recommended Readings: Berlach, R.G. & Thornber, B.E.R. Pastoral Care: The First ten years of Chaplaincy in W.A. Government Schools (The Churches’ Commission on Education I: WA,nd) Borowski, A., S. Encel, et al., Eds. (2007). Longevity and social change in Australia. Sydney, UNSW Press. Clebsch, W. A., & Jaekle, C. R. (1994). Pastoral Care in Historical Perspective. New York: J. Aronson. Department of Education, Queensland. Chaplaincy Services in State Schools: Guidelines (Qld: Dept of Education, 1993). Geldard, D. Basic Personal Counselling – A Training Manual for Counsellors, 4th edn (Prentice Hall- Sydney, 1998). Kimble, M. A. and J. W. McFadden, Eds. (2003). Aging, spirituality, and religion. Minneapolis, Fortress. Lebacqz, K. (2000). Ethics and Spiritual Care: a guide for Pastors, Chaplains and Spiritual Directors. Nashville, TN: Abingdon Press. Long, J. Generating Hope: A Strategy for Reading the Postmodern Generation (Downers Grove, IL: IVP, 1997). MacKinlay, E. (2001). The spiritual dimension of ageing. London, Jessica Kingsley. © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 73 Accredited Subject Outline

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MacKinlay, E. (2008). Agiing, disability and spirituality. London, Jessica Kingsley Publishers. MacKinlay, E., B. (2006). Aging, Spirituality and Palliative Care. New York, Hamworth Press. McSherry, W. (2006). Making sense of spirituality in Nursing and Health Care practice. London, Jessica Kingsley Publisher. Minichiello, V. and I. Coulson, Eds. (2005). Contemporary issues in gerontology: promoting positive ageing. Sydney, Allen & Unwin. Oden, T. C. (1983). Pastoral Theology: Essentials of Ministry. San Francisco, Harper. Oden, T. C. (1984). Care of Souls in the Classic Tradition. Philadelphia, Fortress Press. Richards, P. S., & Bergin, A.E. (1997). A spiritual strategy for counseling and psychotherapy. Washington, DC: American Psychological Association Tan, S.-Y. (2003). Rest - Experiencing God's peace in a restless world: Regent College Publishing. Van Ornum, W. Crisis Counseling with Children and Adolescents (Continuum, NY: 1989). Tunnecliffe, M. (2007). A life in crisis: 27 lessons from acute trauma counsellng work. Palmyra, WA: Bayside. Woodland, D., Dimon, B. (2006). Picking up the pieces: A life of care and compassion. Sydney: Pan MacMillan.

Journals Brittain, C. C. (2005). The Sword and the Lord: Military Chaplains from the First tot he Twenty-First Century. Anglican Theological Review, 87(4), 670-673. Flannelly, K. J., Weaver, A. J., Smith, W. J., & Handzo, G. F. (2003). Psychologists and Health Care Chaplains Doing Research Together. Journal of Psychology & Christianity, 22(4), 327-332. Galek, K., Flannelly, K. J., Koenig, H. G., & Fogg, S. L. (2007). Referrals to Chaplains: The role of religion and spirituality in healthcare settings. Mental Health, Religion & Culture, 10(4), 363-377. Gotcher, D. J. (1995). Battlefield Chaplains: Catholic Priests in World War II. Armed Forces & Society, 22(1), 148-150. Plus additional texts/references indicated by the lecturer.

Links EBSCO Australian Health and Welfare Chaplains’ Association (AHWCA 1998) and Health Care Chaplains, Victoria, Inc. (HCCVI 2007-8) World Health Organisation (WHO) Pastoral Intervention Codings Graduate Entry Program for Pastoral Care La Trobe Univeristy (Bruce Rumbold), 2001) International Classification of Diseases (ICD) © Copyright belongs to Tabor College (NSW) Ltd. The contents may not be used in whole or part without the written permission of the College. Page 74 Accredited Subject Outline

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Healthcare Chaplaincy Council of Victoria (HCCVI) Capabilities Framework Health Care Chaplaincy Guidelines (2nd Edition) 2004 National Centre for Classification in Health (NCCH) Chaplains in North America – Common Standards for Professional Chaplaincy Institute for Christian Spirituality and Pastoral Formation www.icspf.edu.au www.emergencyministry.com.au Http://www.emergencysupport.com.au/index.html Http://education.qld.gov.au/strategic/eppr/schools/sempr012 www.sportschaplaincy.com.au The biography of Lieut. Col. Don Woodland, Chaplain, Salvation Army. Famous in Sydney as Fire Brigade Chaplain EBSCOhost: Referrals to chaplains: The role of religion and spirituality in healthcare…2007 Chaplains [email protected] [email protected] [email protected] [email protected] [email protected] Catholic Education in England and Wales http://eee.cesew.org.uk/standard.asp?id=326 [email protected] Police chaplain [email protected] www.dest.gov.au/schools

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CL303 Chaplaincy Practicum Prerequisites:

CL302

Workload:

21 timetabled hours, 60 practical hours, and 12 supervision hours

Weighting:

6 credit points

Field of Study:

Counselling

Outcomes: This subject unit provides opportunities for the student to integrate theory and practice relevant to chaplaincy through supervised practical experience in an appropriate facility. Students will be assessed on: •

•

• • •

•

Reflect on the knowledge and understanding gained earlier anent the role and functions of chaplaincy, through personal study, guided case discussions, and experience gained from real life situations. Undertake initial evaluations of client need, devise strategies for intervention, recognize the strengths and limitations, and seek emergency help or refer, as appropriate. Demonstrate high ethical standards of integrity and responsibility, accurate record keeping and professional discipline. Describe a facility studied and discuss the role of the chaplain and the effectiveness and adequacy of the services provided. Explore the cultural environment and background of the facility studied and the impact of this on the role of the chaplain, and discuss how faith is integrated with the services provided. Reflect on supervision based on feedback from supervisors, lecturer and peers.

Content: There will be supervised practical experience in the Chaplaincy placements which will offer opportunity for observation and reflection in both professional supervision and through group work and case studies in the classroom. Additional supportive educative material will be supplied on a needs basis. On-campus group supervision sessions will be held where issues from the above can be raised. Teaching methods:

Face to face tutorial group case presentations. Class discussion re: field experience. Group supervision in reference to placements i.e.: ethics; professional development issues. Reviewing the overall course material as needed.

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Student assessment:

Report Assignment – (2000 words, 40%), Case Study – (1500 words, 30%), Analysis of Facility – (1500 words, 30%)

Prescribed and recommended readings: Precribed Reading Corey, G. (2008). Theory and practice of counselling and psychotherapy 8th edn. Pacific Grove, CA: Brooks/Cole. Tabor College Practicum Booklet

RECOMMENDED READINGS Corey, M. S., & Corey, S. (2006). Becoming a helper 5th Ed. New York: Wadsworth Publication Company. Collins, G.R. How to Be a People Helper, rev. edn (Illinois: Tyndale, 1995) Geldard, D. (2005). Basic Personal Counselling: A training manual for counsellors 5th ed. Sydney, Australia: Pearson Education.

Journals Bausman, R. D. (1992). The Spirited Campus: The Chaplain and the College. Journal of Higher Education, 63(1), 115-118. Greenberg, D., Witztum, E. (1991). Problems in the Treatment of Religious Patients. American Journal of Psychotherapy,, XLV(4). Heiney, S. P., McWayne, J., & Teas, J. (2007). Being real on Holy Ground: The lived experience of Chaplains. Journal of Psychology & Christianity, 26(1), 26-32. Lloyd-Williams, M., Wright, M., Cobb, M., & Shiels, C. (2004). A prospective study of the roles, responsibilities and stresses of Chaplains working within a hospice. Palliative Medicine, 18(7), 638-645. Mack, M. L. (1994). Understanding spirituality in counseling psychology. Counseling & Values, 39(1), 15-17. Richards, P. S. (1995). Using spiritual interventions in psychotherapy: practices, successes, failures, and ethical concerns of Mormon psychotherapist. Professional Psychology: Research and Practice, 26(2), 163-170. Worthington, E. L., Kurusu, T. A., McCullough, M. E., & Sandage, S. J. (1996). Empirical research on religion and psychotherapeutic processes and outcomes: a 10-year review and research prospectus. Psychological Bulletin, 119(3), 448-487.

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