HANDBOOK - Wellington Institute of Technology

PROGRAMMEHANDBOOKDiploma of Counselling(Applied) (Level 6) HV4248School of Health and Social Services – Counselling

DisclaimerThe information contained in this Programme Handbook is correct at the time of publication. However, programmes and coursesare subject to change and WelTec reserves the right to change the content, location or method of presentation of anyprogramme or course, and update this Programme Handbook accordingly at any time. The online edition of the ProgrammeHandbook is the official Programme Handbook.Copyright © 2013Wellington Institute of Technology owns copyright in this programme handbook. No part may be reproduced, stored in a retrievalsystem or offered for resale without WelTec’s written permission.Wellington Institute of Technology - 2013 Programme Handbook February 2013CT3709 Bachelor of Counselling (Level 7)

School of Health and Social ServicesPROGRAMME HANDBOOK 2013CT3709 Bachelor of Counselling (Level 7)Including Embedded Qualifications:HV4345 Graduate Certificate in Childhood Sexual Abuse Counselling (Level 7)HV4358 Certificate in Career Theory and Practice (Level 6)Including Exit Qualifications:HV4248 Diploma in Counselling Applied (Level 6)HV4249 Diploma in Counselling Applied (Careers) (Level 6)Wellington Institute of Technology - 2013 Programme HandbookCT3709 Bachelor of Counselling (Level 7)Publication Date: 1 March 2013

HAERE MAIWhai korōria ki te atua i runga rawaMaunga rongo ki te whenuaWhakaaro pai ki ngā Tangata Katoa.Tena Koutou Katoa,Tēnei te mihi atu ki a koutou ngā Tauira oTe Whare Wananga o Te Awakairangi.Nau mai haere mai ki tēnei Wananga o tātou.Kia kaha koutou ki te whai mātauranga i tēnei tau, ki te whakarongohoki ki ō koutou kaiako.“Whāia te kotahitanga o te wairua.Mā te rangimārie me te aroha e paihere”(pursue unity of spirit, which is bound together by peace and aroha)He mihi nui tēnei kia koutou ngā Tauira oTe Whare Wananga o Te Awakairangi.Nau mai haere mai ki tēnei Whare Wananga o tātou.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 4

CONTENTSHAERE MAI............................................................................................................................................. 4CHIEF EXECUTIVE’S WELCOME ......................................................................................................... 6EXECUTIVE DEAN’S WELCOME .......................................................................................................... 7INTRODUCTION ..................................................................................................................................... 7ACADEMIC CALENDAR - 2013 ............................................................................................................. 8STAFF ................................................................................................................................................... 12AIMS ...................................................................................................................................................... 13GRADUATE PROFILES ....................................................................................................................... 13CAREERS ............................................................................................................................................. 15STAIRCASING ...................................................................................................................................... 15PROGRESS THROUGH THE PROGRAMME ..................................................................................... 15GRADUATION CRITERIA .................................................................................................................... 15LEARNING AND TEACHING................................................................................................................ 17ASSESSMENT PROCEDURES ........................................................................................................... 17Assessment Rationale ................................................................................................................ 18Assessment Schedule ................................................................................................................ 18Format Of Assessments ............................................................................................................. 18Assessment Cover Sheets ......................................................................................................... 19Submitting Assessment And Assignment Work ......................................................................... 19Arranging for Late Submission Of Assessments ........................................................................ 19Applying For An Extension Beyond The Course End Date ........................................................ 19Penalty for Unarranged Late Submission ................................................................................... 19Absence From Supervised Assessments ................................................................................... 19Reassessment Of Assessments ................................................................................................. 20Assessment Results Notification ................................................................................................ 20Challenging Assessment Decisions ............................................................................................ 20RISK MANAGEMENT, SAFETY AND HEALTH ................................................................................... 21ATTENDANCE MATTERS .................................................................................................................... 21ADDITIONAL COSTS ........................................................................................................................... 21CLINICAL SUPERVISION .................................................................................................................... 21PERSONAL COUNSELLING ................................................................................................................ 21PERSONAL EQUIPMENT AND MATERIALS ...................................................................................... 22REQUIRED TEXTS ............................................................................................................................... 22STATIONERY REQUIREMENTS ......................................................................................................... 22OFF-SITE PRACTICAL AND WORKPLACE COMPONENTS ............................................................. 22ETHICS ................................................................................................................................................. 23INFORMED CONSENT AND CONFIDENTALITY................................................................................ 23PROGRAMME EVALUATION .............................................................................................................. 23COURSE DESCRIPTORS .................................................................................................................... 24Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 5

WELCOME TO WELTECCHIEF EXECUTIVE’S WELCOMEGreetings, Kia Ora, Talofa Lava, Kia Orana, ni sa Bula VinakaKaise Hai, Sat sri akal, Malo e Lelei, Halo Olgeta, Taloha niMarhaba, Bozu, Fakalofa Lahi Atu, Annyong haseyo, Ni hao, NamasteWelcome to Wellington Institute of TechnologyTe Whare Wananga o te AwakairangiIn selecting to learn at Wellington Institute of Technology (WelTec), you have chosen a place oflearning that aims to give you not only the working lifestyle you want, but also, a friendly andcomfortable environment where you can feel at home.By enrolling at WelTec, you are setting out on a learning journey. What you learn and for whatpurpose, are your decisions to make. We want to walk beside you as your coach, partner andmentor; offering support, facilities, opportunities, tools and information to help you reach yourgoals.When you enrol, you will find that the majority, or maybe all, of your courses take place on onecampus. Whether your classes are held at our Wellington sites, in Auckland, Christchurch, any of ourPetone or other sites, all are your campuses.With your Student ID card, all services and facilities are there for you to use.Please let us know if you have any queries or needs we haven’t yet met. Best wishes for a happy andsuccessful year.Linda Sissons (Dr)Chief ExecutiveWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 6

EXECUTIVE DEAN’S WELCOMEWelcome to WelTec – your place for learning. As an institute of learning you, as a student, are ourkey priority.All staff at WelTec have one primary focus and that is to help facilitate your learning. As youprogress through your studies please take the opportunity to access the facilities and staff supportavailable.Your success is our success.Julia Hennessy (MEd, MMgt, PGDipHSM, BA, DipN)Executive DeanINTRODUCTIONThis Programme Handbook is intended to provide information relating to the programme youare enrolled in with WelTec. There is also an associated WelTec A-Z site that has otherhelpful information regarding systems and processes that operate at WelTec.The most up-to-date version of this Programme Handbook and the WelTec A-Z generalinformation is online at:http://www.weltec.ac.nz/SH/CT3709.pdfWelTec’s policies that apply to students and this Programme Handbook are located at:http://www.weltec.ac.nz/SH/Policy/Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 7

TRIMESTER ONE 2013TRIMESTER TWO 2013ACADEMIC CALENDAR - 2013CT3709 Bachelor of CounsellingWellington Church Street CampusTeachingPeriodWeekNoMondaydate5 28-JanMON TUE WED THU FRI SAT SUNAucklandAnniversary6 4-Feb Waitangi Day7 11-Feb8 18-Feb9 25-FebOrientationTradesAcademy (1)MihiWhakatau;OrientationPetone10 4-Mar Tri 1 StartsOrientationMaoriStudentsOrientationChurch St,Cuba StWellingtonOrientations:Auckland;TradesAcademy (2)OrientationPetoneOrientationAucklandInternationalOrientationPetoneOrientations:Christchurch;YouthGuarantee11 11-Mar Tri 1 12 18-Mar13 25-Mar Tri 1+2 Easter Break14 1-Apr Easter Break Easter Break 15 8-AprEasterBreakEasterBreak16 15-Apr17 22-Apr ANZAC Day18 29-Apr19 6-May20 13-May21 20-May22 27-May23 3-Jun24 10-Jun25 17-JunQueen’sBirthdayTri 1 AS5104EXAMBC5103EXAMASS110EXAM26 24-Jun Tri 1 Ends27 1-Jul28 8-Jul29 15-Jul Tri 2 StartsTri 1 ResultsCompleted30 22-Jul Tri 2 31 29-Jul Tri 1+2 32 5-Aug Tri 2+3 33 12-Aug34 19-AugGraduationWellington35 26-Aug36 2-Sep37 9-Sep38 16-Sep39 23-SepWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 8

TRIMESTER THREE – 2013TeachingPeriodWeekNoMondaydate40 30-Sep41 7-OctMON TUE WED THU FRI SAT SUN42 14-Oct Tri 2 43 21-OctAS5124EXAM44 28-Oct Labour DayAS5125EXAMAS5113EXAM45 4-Nov Tri 2 Ends46 11-Nov Tri 3 Starts47 18-Nov48 25-NovCanterburyAnniversary Tri 2Tri2 ResultsCompleted49 2-Dec50 9-Dec51 16-Dec52 23-Dec WelTec closed for Christmas130-Dec-132 6-Jan-143 13-Jan Tri 2+3 4 20-Jan5 27-JanWellingtonAnniversaryAucklandAnniversaryWelTec closed for New Year Holidays6 3-Feb Tri 3 Waitangi Day7 10-Feb8 17-Feb9 24-Feb Tri 3 Ends10 3-Mar Tri 1 Starts11 10-MarTri 3 ResultsCompleted Enr period Last date to change or withdraw in that enrolment period with refundEnr periodLast date to withdraw (75% of course enrolment period)Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 9

TRIMESTER ONE 2013TRIMESTER TWO 2013CT3709 Bachelor of CounsellingAuckland and ChristchurchTeachingPeriodWeekNoMondaydate5 28-JanMON TUE WED THU FRI SAT SUNAucklandAnniversary6 4-Feb Waitangi Day7 11-FebOrientationTradesAcademy (1)8 18-Feb Tri 1 Starts9 25-Feb10 4-MarMihiWhakatau;OrientationPetoneOrientationMaoriStudentsOrientationChurch St,Cuba StWellingtonOrientations:Auckland;TradesAcademy (2)OrientationPetoneOrientationAucklandInternationalOrientationPetoneOrientations:Christchurch;YouthGuarantee11 11-Mar Tri 1 12 18-Mar13 25-Mar Easter Break14 1-Apr Easter Break Easter Break 15 8-AprEasterBreakEasterBreak16 15-Apr17 22-Apr ANZAC Day18 29-Apr19 6-MayAS5104EXAM20 13-May21 20-May22 27-May23 3-JunQueen’sBirthdayTri 1 BC5103EXAM (Chch)BC5103EXAM (Akl)AS110EXAM24 10-Jun Tri 1 Ends25 17-Jun26 24-Jun27 1-Jul28 8-Jul29 15-JulTri 2 StartsTri 1 ResultsCompleted30 22-Jul Tri 2 31 29-Jul Tri 1+2 32 5-Aug Tri 2+3 33 12-Aug34 19-AugGraduationWellington35 26-Aug36 2-Sep37 9-Sep38 16-Sep39 23-Sep40 30-Sep41 7-OctWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 10

TRIMESTER THREE – 2013TeachingPeriodWeekNoMondaydate42 14-Oct Tri 2 AS5113EXAM43 21-OctMON TUE WED THU FRI SAT SUN44 28-Oct Labour DayTri 2 Ends45 4-Nov46 11-Nov47 18-Nov48 25-Nov49 2-DecTri 3 StartsCanterburyAnniversary Tri 2Tri2 ResultsCompleted50 9-Dec51 16-Dec52 23-Dec WelTec closed for Christmas130-Dec-132 6-Jan-143 13-Jan Tri 2+3 4 20-Jan5 27-JanWellingtonAnniversaryAucklandAnniversaryWelTec closed for New Year Holidays6 3-Feb Tri 3 Waitangi Day7 10-Feb8 17-Feb Tri 1 Starts9 24-Feb Tri 3 Ends10 3-Mar11 10-MarTri 3 ResultsCompleted Enr period Last date to change or withdraw in that enrolment period with refundEnr periodLast date to withdraw (75% of course enrolment period)The up-to-date, day-to-day and week-by-week timetables are located at:http://timetable.weltec.ac.nz/.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 11

STAFFFaculty Executive Dean:Julia HennessySchool:Health and Social ServicesHead of School:MaryLou SloanePhone/extension 3018E-mailmarylou.sloane@weltec.ac.nzAssociate Head of School: TBAPhone/extensionTBAE-mailTBASchool Business Administrator: Pam VakidisPhone/extension 3001E-mailPam.Vakidis@weltec.ac.nzStaff Member Qualifications Position Email AddressWellington Church Street Campus: 0800 WELTEC (935 832)APORO, Anthony BAlcDS ASM Anthony.aporo@weltec.ac.nzBROWN, Pauline BPsych (Hons), PGCertEd Executive Pauline.brown@weltec.ac.nzOfficerCODDINGTON-LAWSON,SarahPhD ASM Sarah.coddingtonlawson@weltec.ac.nzHARRISON, Sarah BOccTh, PGCertAlliedHealth Placement Sarah.harrison@weltec.ac.nzCoordinatorHOGAN, Steve BA (Hons) SASM Stephen.hogan@weltec.ac.nzHORRELL, Toni BEd, Certe-LearnDesDev ASM Toni.horrell@weltec.ac.nzMCGARRY, Gayle BAlcDS, AdvDipOT SASM Gayle.mcgarry@weltec.ac.nzROBINSON, BruceBA (Hons), PGDipNarrTh, ASMBruce.robinson@weltec.ac.nzCertSupervSCHREUDER, Paul MA, PGDipEd, GDipAdStudies SASM Paul.schreuder@weltec.ac.nzTe MOANANUI, Justine CertHumanServices,TutorialJustine.TeMoananui@weltec.ac.nzCertTeReoMaori,, DipProjMgt AssistantTHOMAS, Paul BSc (Hons), NVQAdultT SASM Paul.thomas@weltec.ac.nzULLOA, MariaPhD, PGDipTASMMaria.ulloa@weltec.ac.nzPGDipClinPsychStPGDipAdvChildDevVAKIDIS, Pamela BA, CELTA Business Pamela.vakidis@weltec.ac.nzAdministratorVILKE, MirjanaMA, GDipAddS, CertREBT, SASMMirjana.vilke@weltec.ac.nzCertSupervAuckland Campus: 0800 WELTEC (935 832)DALWAI, Mumtaz BCom (Hons) Associate Head Mumtaz.dalwai@weltec.ac.nzof SchoolALEXIS, NormaMHSc, GradDipPsychSoc, ASMNorma.alexis@weltec.ac.nzCertA&DCouns, CertSupervCAI, Cindy MBA Business Cindy.cai@weltec.ac.nzAdministratorCARTON, TonyMA, DipAlcDS, CAT,SASMTony.carton@weltec.ac.nzCertClinSupervFLOYD, Karyn MA, DipPsych Placement Karyn.floyd@weltec.ac.nzCoordinatorFOREMAN, PaulaMSocSci, DipA&D, CertAdultE,CertSupervSASMPaula.foreman@weltec.ac.nzWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 12

Staff Member Qualifications Position Email AddressFRASER, NiccyMA (Hons), PGDipCBT, ASMNiccy.fraser@weltec.ac.nzCertPsychodyPsych, CTT,DipOccThHOLT, MichelleMed, DipCouns,ASMMichelle.holt@weltec.ac.nzDipSpecNeeds, AdvDipTIDOINE, Malcolm MHSc Learning Malcolm.idoine@weltec.ac.nzCommons TutorLANGDON, Paul BA, CertSuperv, NCALNE ASM Paul.langdon@weltec.acPRESCOTT, Annabel MHSc SASM Annabel.prescott@weltec.ac.nzVAN, JanetBusiness Janet.van@weltec.ac.nzAdministratorWILKINS, Jo BSW (Hons), PGDipArts ASM Joanne.wilkins@weltec.ac.nzChristchurch Campus: 0800 WELTEC (935 832)JOHNS, Mel BA (Hons) ASM Mel.johns@weltec.ac.nzMILLER, GlendaBAlcDs, PGCertHealSc, ASMGlenda.miller@weltec.ac.nzCertSupervRICHARDSON, Deirdre MA (Hons), CertCouns, CAT, SASMCertClinSupervWALWORTH, GayeBusinessAdministratorGaye.walworth@weltec.ac.nzAIMSCT3709 Bachelor of Counselling (Level 7)This programme provides students with the knowledge and skills to enable them to becompetent, critical and reflective beginning practitioners with a sound theoretical basis fromwhich to practise. As such they will have the skills to practice independently and cooperativelywithin a culturally diverse and ethically appropriate counselling context. They willmeet the competencies as specified by New Zealand Association of Counsellors forprovisional membership as Counselling Practitioners in Aotearoa – New Zealand.HV4345 Graduate Certificate in Childhood Sexual Abuse Counselling (Level 7)This programme provides students with the knowledge and practical skills to workcompetently, safely and ethically with clients who have experienced sexual abuse andsuffered psychological and emotional consequences as a result.HV4358 Certificate in Career Theory and Practice (Level 6)This programme provides students with the skills required in the area of career counsellingtheory and practices, and the knowledge and skills to establish further credibility within thefield.GRADUATE PROFILESCT3709 Bachelor of Counselling (Level 7)Graduates will be able to:• critically evaluate the theoretical and practice frameworks of counselling;• demonstrate an integration of knowledge of theory and practice under clinical supervision;• demonstrate ability to recognise common mental health disorders in clients;• demonstrate competence in assessment and treatment of clients with complex mentalhealth problems;• conduct individual, family and group counselling under clinical supervision;Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 13

CAREERSGraduates may find employment as a Counsellor in a range of contexts including voluntaryagency, private sector, statutory organisations, education, health, welfare, human resources,and mental health.STAIRCASINGThe suite of qualifications incorporated within the Bachelor of Counselling (Level 7) providesa pathway of qualifications at levels 6 and 7 as follows:CT3709 Bachelor of Counselling (Level 7) 360 creditsHV4248 Diploma in Counselling Applied (Level 6) 240 credits (Exit from CT3709)HV4249 Diploma in Counselling Applied (Careers) (Level 6) 240 credits (Exit from CT3709)HV4345 Graduate Certificate in Childhood Sexual Abuse Counselling (Level 7) 60 creditsHV4358 Certificate in Career Theory and Practice (Level 6) 60 creditsCourses offered in the Diploma in Counselling Applied (Careers) enable a specialist focusfor practitioners in the field who wish to specialise in a particular area. Students who wish tograduate with both the Diploma in Counselling Applied and the Diploma in CounsellingApplied (Careers) will need to meet the practicum requirements for each Diploma.PROGRESS THROUGH THE PROGRAMMEThe Bachelor of Counselling comprises three stages. Each stage will normally be completedin one year of full-time study or two years of part-time study. Part-time students must enrol inBC5106 Introduction to Professional Practice at the beginning of the 2nd year of Stage 1.To progress to the next stage students will have normally completed 120 credits and mustpass BC5106 Introduction to Professional Practice at Stage 1 and the Practicums at Stage 2and 3 (unless approval granted by WelTec policy).If a student fails BC5101 Client Centred Practice Issues or BC6204 Integrated Theory andPractice Issues or BC7303 Integrated Theory, Practice and Personal Style or 2 or morecourses in a stage, they will not be able to sit the practicum assessment.If a student fails 3 courses in one stage, they will normally not be allowed to proceed in theirprogramme of study and will be required to withdraw. In exceptional circumstances only, theHead of School may waive the requirement to withdraw, and set the conditions to be met bythe student in order that the student can continue in the programme.GRADUATION CRITERIAGraduation criteria:A successful graduate of the:CT3709 Bachelor of Counselling will have completed 120 credits at each of the three stagesof the programme within a 6 year period (unless a longer period was approved by the Headof School)HV4248 Diploma in Counselling Applied (Level 6) and HV4249 Diploma in CounsellingApplied (Careers) (Level 6) will have completed 120 credits at each of the two stages of theprogramme within a 4 year period (unless a longer period was approved by the Head ofSchool)HV4345 Graduate Certificate in Childhood Sexual Abuse Counselling (Level 7) and HV4358Certificate in Career Theory and Practice (Level 6) will have completed the 60 creditWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 15

programme within a 2 year period (unless a longer period was approved by the Head ofSchool)HV4345 Graduate Certificate in Childhood Sexual Abuse Counselling (Level 7) – studentsmay credit up to one third of the required credits from courses counted towards otherqualifications.Not more than two attempts at any practical or clinically based course shall be permitted forthe purpose of satisfying the graduation requirements aboveSchedule of Courses:C = Core compulsory for that qualificationE = Elective to include to build to the required creditsCourseNumberCourse NameLevelCreditsPre(P) orCo(C)RequisitesBachCounsDipCounsApplDipCounsApplCareersGradCertSexualAbuseCounsCertCareerT & PStage IBC5101 Client Centred Practice Issues 5 20 C C CBC5102Impact of Social Policy on 5 20Current Issues in NZ SocietyC C CBC5105BC5103AS5110Human DevelopmentIntroduction to Individual andSocial Psychology555201010CBC5105or bothBC5103andAS5110CBC510 CPsychological Theory andPractice5 orbothBC5103 andAS5110BC5106Introduction to Professional 5 20 BC5101 (C)PracticeC C CBC5107 Career Theory and Practice 1 5 20 E C CBC5110 Counselling Theories 5 20 C C CBC5112 Treaty of Waitangi 5 10 C C CAS5106Whakaruruhau – Cultural 5 10ResponsibilityC CStage IIBC6201 Existential Approaches 6 20 E E EBC6202Cognitive Behavioural6 20 BC5103 (P) orApproachesBC5105 (P)C C CBC6204Integrated Theory and Practice 6 20 Stage I (P)IssuesBC6205 (C)C C6 20 Stage I (P)NearBC6205 Practicum IICompletion C CStage 2 (P)BC6204 (C)BC6206 Practicum II (Careers) 6 20 BC5107(P) CBC6207 Career Theory and Practice IIBC5107 (P)6 20E E C CBC6208Counselling in the Mental 6 20Health ContextC C CAS5104Theories of Substance Use, 6 10Misuse and AddictionE E EAS5112Introduction to Alcohol and 5 10Drug Youth WorkE EAS6201Assessment and Treatment 6 10PlanningE E EAS6202 Motivational Interviewing6 10 BC5101 (P) orAS5101 (P)E E EAS6204Intervention for Alcohol and 6 10Drug ProblemsE EAS6205 Introduction to Research 6 10 C C CStage IIIBC7303Integrated Theory, Practice 7 20 Stage II (P)and Personal StyleBC7304 (C)CBC7304 Practicum III7 20 Stage II (P)BC7303 (C)CBC7305 Historical Sexual Abuse 7 20 Stage II (P) S CBC7310 Intimate Relationships 7 20 SWellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 16

CourseNumberCourse NameLevelCreditsPre(P) orCo(C)RequisitesBachCounsDipCounsApplDipCounsApplCareersGradCertSexualAbuseCounsCertCareerT & PBC7311Key Issues in Working withAdolescents7 20 BC5105 (P) orbothBC5103 (P)and AS5110(P)BC7314 Group Work 7 20 C EBC7321 Professional Development 7 20 BC6207 (P) CBC7322 Narrative Therapy 7 20 S EBC7323Systemic Approaches to 7 20 BC6205 (P) orCouple and Family CounsellingequivalentS C CAS7305Whakapakari Hauora – Health 7 10PromotionEAS7308 Research Project 7 10 AS6205 (P) E EAS7310 Te Kotahitanga Hauora Maori 7 10 E EAS7316Gambling and Other Impulse 7 10Control DisordersESLEARNING AND TEACHINGYou are taught in a process that relates theory to practice. Each programme contains a highdegree of experiential learning and a significant number of opportunities for practice havebeen built into the programmes. Assessment tasks reflect real experiences that you are, orcould expect to confront within a counselling situation. Assessment methods are constructedto allow maximum feedback to you to direct your development as a reflective learner andcounselling practitioner.Lectures – Introduces new concepts and theories.Tutorials – Allows for sharing ideas and knowledge.Assignments and reports – Provides for student feedback.Case studies – Apply theory to practice.Visiting speakers – Allows for a wider range of opinions and shared experiences.Supervised clinical practice – Supports students to develop their clinical skills within asupportive environment.Field visits – Allows for development of industry knowledge and research skills.Student presentations - Supports collaborative learning.Marae Visit – Provides opportunities for the development of cultural responsiveness andunderstanding protocols.Self and Peer assessment – Allows development of reflection and feedback within learning.Group activities – Mirrors real situations in a safe setting.Self-Directed learning – Allows for individual learning and provides opportunities to selectyour own learning focus and implement lifelong learning skills.Reflective Practice – Provides the opportunity for individual understandings to be identified,understood and reformulated.ASSESSMENT PROCEDURESYou need to become familiar with the assessment procedures for your courses and thisProgramme. Overall Programme procedures are given below. There may also be coursespecific assessment procedures and requirements noted in your Course Outlines.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 17

Please note that all activities that contribute towards your final course grades, and thereforeyour qualification completion, are known as assessments (summative assessments to beprecise). There are many different types of assessment activities your tutors use in yourcourses.The WelTec Academic Regulations section 7 require that you:make yourself available to undertake all summative assessment items at the timeand place stipulated by the teaching staff responsible for the courseact with integrity (honesty) during assessments. You are expected to:o Submit material that is your own original worko Collaborate only as permittedo Acknowledge contributions from other sources by using APA reference format(failure to do this correctly may be regarded as plagiarism)o Keep written and electronic work secure to prevent others from accessing andcopying worko Understand the definition of academic dishonesty and the consequences ofbreaching the regulations (see Academic Regulations S12 Dishonest Practice).WelTec conducts assessments within rules set out in the following regulations and policies: The Academic Regulations 2013o Examination Ruleso Aegrotat regulationso Gradeso Resultso Challenging Assessment Decisionso Dishonest Practice in Assessmento Appeals Policy 3.05 Assessment Policyo Definitionso Guidelines for assessment practice Policy 3.07 Programme Moderation Policyo Quality assurance processes before using the assessment activityo Quality assurance processes after marking to verify marker’s consistencyYou may ask your tutors at any time about the quality-assured status of the assessmentactivities you are asked to complete.Assessment RationaleThe courses in this programme are assessed using achievement-based methods.Students will be taught in a process that relates theory to practice. Each programmecontains a high degree of experiential learning and a significant number of opportunities forpractice have been built into the programmes. Assessment tasks reflect real experiencesthat students are, or could expect to confront within a counselling situation. Assessmentmethods are constructed to allow maximum feedback to students to direct their developmentas reflective learners and counselling practitioners.Assessment SchedulePlease refer to your Course Outline for the Assessment Schedule for each of your Courses.The Schedule will detail the assessment type (test, assignment, presentation, etc), the topicbeing assessed, due dates, and if appropriate the weighting. Any other conditions will alsobe noted as they apply to the assessments for that course.Format Of AssessmentsAssessment requirements for these programmes are detailed in the Course Descriptors.Further information regarding assessment criteria can be found in the course outlines, whichare located in your online learning space.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 18

Assessment Cover SheetsA Student Assessment Cover Sheet must be attached to all assessments handed/posted in.If you’re on campus you can find this form on the Student Intranet:1. Click on Forms and Documents > Assessment Forms2. Click on Student Assignment Cover Sheet – ASF0073. Print off the form.If you are not on campus you can access them on the WelTec website:a. Go to the WelTec website: www.weltec.ac.nz/PH/b. Use the CITRIX link to login to WelTec's intranet (see the A-Z for details)c. Use instructions 1-3 above to print the cover sheet.Submitting Assessment And Assignment WorkIt is essential that you meet the assessment submission deadlines notified in your CourseOutlines' assessment schedules - unless you have pre-arranged for a late submission withyour tutor. Please refer to your course outlines for any penalties for late submission ofassessments.Some assessments may have time-related criteria attached to them. Your course outline willnotify you of these particular assessments, and the reasons for the time criteria. Lateness,absence or early departure from these assessments may carry specific penalties.Some specific course outlines may indicate that you will need to submit your assessmentsonline using the TurnItIn portal. Please follow the instructions in the Course Outline tocomplete this process. Not all courses are using TurnItIn during 2013.Arranging for Late Submission Of AssessmentsIn case of illness, injury or exceptional circumstances you may request to make asubmission after the assessment due date by submitting a Request for Late SubmissionForm prior to the due date. On receiving your Request, your tutor may negotiate a newsubmission date/time. Where work has been handed in late without approval, lateassessment submission provisions will apply.Applying For An Extension Beyond The Course End DateIf you are prevented by illness, injury or exceptional circumstances from completing anassessment by the course end date, you may apply to the Associate Head of School for anextension to complete the assessment, provided this is not covered by the aegrotatregulations.The application is to be made in writing as soon as possible and not later than 48 hoursbefore the assessment due time and date. The application is made on the WelTec CourseExtension Form available from the Student Information Centre and the WelTec website.Where there are valid reasons, the Associate Head of School may grant an extension for aperiod of no more than three weeks after the course end date. A longer than three weeks’extension may be recommended by the Associate Head of School to the Board of Studies'Achievement Sub-Committee for approval, where there are extenuating circumstances thatjustify a longer extension.Penalty for Unarranged Late SubmissionThere will be no late submissions without an agreed arrangement.Absence From Supervised AssessmentsArriving at timetabled Assessments more than 30 minutes late may result in your nonadmittance,causing you to forfeit the submission.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 19

If you are prevented by illness, injury or exceptional circumstances beyond your control frompresenting yourself for an assessment, or you consider that after attempting an assessmentthat you were, through illness, injury or exceptional circumstances, unfit to take theassessment, you may apply for an aegrotat pass. Absence for work-related reasons are notnormally treated as exceptional circumstances.You must make an application in writing to the Associate Head of School for an aegrotatpass as soon as possible, and no later than five (5) working days after the assessment.Applications are made on the WelTec Aegrotat Application Form available from theInformation Centre, Resource Centre, and Student Intranet.Reassessment Of AssessmentsIf you do not achieve 50% in any assessment or examination you may apply in writing to theSenior programme tutor for a reassessment or resit if you have attained at least 40% of theallocated marks.Applications to the Senior programme tutor must be made within five days of the notificationof result.If you achieve 50% or more on a reassessment you will be allocated the minimum passgrade or mark only.Only one reassessment per course will be allowed in any one year.No more than two enrolments for the same practical or clinically based course will bepermitted.Assessment Results NotificationCourse assessment and final grades are reported using the Grade Key 3 method. GradeKeys are explained in Appendix 2 of the Academic Regulations.Once your tutor has marked your assessments you will be notified of your result.• If the assessment is in the form of a practical in-class demonstration/observation, you arelikely to get your results immediately or shortly after the assessment activity has concluded.• If the assessment is a supervised test you are able to review your work, but theassessment is collected and retained by WelTec.• If you hand in an assignment it is returned to you along with feedback to explain thereason(s) for the assessment result.• If you sit a final exam you are able to view your result online at the student results portal:https://results.weltec.ac.nz within 15 working days.Results for each assessment are available within 15 working days on WelTec's StudentResults portal at: https://results.weltec.ac.nz.Use your normal WelTec login and password to access a number of items, such as yourassessment results, current course enrolments, and other details.Challenging Assessment DecisionsIf you have reason to believe that the grade or mark for a particular assessment is incorrect,you should firstly discuss this with your tutor within five (5) working days of the return of theassessment.Your tutor will provide feedback to clarify why the grade or mark has been awarded andmay, if justified, amend the result.If you still believe that the mark or grade is incorrect, you should discuss the matter with theAssociate Head of School.For more information on Challenging Assessment Decisions please refer to the WelTecAcademic Regulations 2013 - section 11.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 20

RISK MANAGEMENT, SAFETY AND HEALTHInformed consent, confidentiality and other ethical issues will be managed in accordancewith the New Zealand Association of Counsellors Code of Ethics and WelTec’s BPM policy8.2 Human EthicsThe monitoring of the students on work placement practicum is in accordance with BPMpolicy 3.03 Off-site Components.As a counsellor role will involve working at times with vulnerable people in our society, workplacement agencies will require a police check before accepting students. Applicants for theprogramme are required to undergo a police check before acceptance onto the programme,and prior to each subsequent year of re-enrolment. In the event of an adverse police report,enrolment into the programme is at the discretion of the Associate Head of School.ATTENDANCE MATTERSAn objective of study with WelTec is to prepare you for your career in industry. Your attitude,attendance and behaviour are important. Please give your best effort and ensure yourbehaviour and attendance reflect your desire to do well.You should therefore be present on time, fully equipped and, if applicable, dressed andgroomed appropriately for practical sessions.You are expected to attend all classes and assessments as timetabled. If you are not able toattend then you should notify your course tutor.Note that a student on student allowances/living costs who does not:• meet prescribed attendance requirements, and/or• disengages in their learning and assessments, and• does not respond to contact from the institute,will be notified to Academic Records and Administration. It is your responsibility to informStudyLink if you change your study details.All daytime classes will have a common start time on the hour and must finish by 50 minutespast the hour, to allow time for students and staff to arrive at their next class on time.ADDITIONAL COSTSThere are additional costs you will incur during your study time towards this qualification.These are outlined in the next few sections, but the specific costs are up to the choices youmake to meet the requirements.CLINICAL SUPERVISIONIn years 2 and 3 of the programme students undertake 14 hours of supervision sessionsconcurrently with practicum experience, to ensure ethical standards are maintained withinCounselling Practice.PERSONAL COUNSELLINGIn addition to supervision you are required to undertake 8 hours of personal counselling ineach year (stage) of the programme. You are required to cover this cost.You May Not use the Vitae service which is contracted by WelTec to provide generalcounselling services.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 21

PERSONAL EQUIPMENT AND MATERIALSYou are required to provide the following in addition to the usual items such as stationery:• Textbooks• Broadband Internet access (elements of the programme are delivered via the Internet)• Clinical supervision (fourteen hours in years two and three of the degree).REQUIRED TEXTSCT3709 Bachelor of Counselling AS6205 Introduction to ResearchBryman, A. (2012). Social research methods. (4 th ed. rev.). Oxford, UK : Oxford UniversityPress.HV4248 Diploma of Counselling (Applied) (Level 6)is an exit of CT3709 Bachelor of CounsellingRequired Texts AS6205 Introduction to ResearchBryman, A. (2012). Social research methods. (4 th ed. rev.). Oxford, UK : Oxford UniversityPress. BC6208 Counselling in the Mental Health ContextLemma, A. (1996). Introduction to psychopathology. London, UK : SAGE.STATIONERY REQUIREMENTSYou are required to provide items, such as stationery, for your study programme. Tutors willconfirm with you where other equipment and/or materials are required for specific courses orclasses.OFF-SITE PRACTICAL AND WORKPLACE COMPONENTSPracticum:This programme complies with BPM policy 3.03 Offsite Components.Students undertake compulsory practicum at an appropriate agency within the community aspart of the requirement for the practicum course at stages two and three of the degree. Theagency where the practicum occurs must have the approval of the programme manager.The practicum allows students to develop practical skills within a supportive setting.Students undertaking the Bachelor of Counselling will have completed approximately 325hours of practical experience throughout the period that they are enrolled in the programme.The placement is undertaken in an agency where students are able to see clients on a oneto-onebasis under the direction of an agency practitioner. WelTec staff monitor and supportthe student and remain in contact with the employer throughout the time the student isundertaking the practicum.Throughout the programme students undertake 14 hours of supervision sessionsconcurrently with practicum experience, in years two and three of the programme, to ensurethat ethical standards are maintained within counselling practice. In addition to supervisionstudents are required to undertake eight hours of personal counselling in each year (stage)of the programme.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 22

Some agencies may require a police check before accepting the student on placement. Thisrequirement is discussed with all students at the commencement of the programme.Clinical Supervision:To ensure ethical standards are met, and in line with the New Zealand Association ofCounsellors Code of Practice, when you are enrolled in practicum courses you are requiredto seek supervision from a qualified supervisor who has been approved by the Seniorprogramme tutor.ETHICSInformed consent, confidentiality and other ethical issues is managed in accordance with theNew Zealand Association of Counsellors' Code of Ethics and WelTec’s BPM policy 8.2Human Ethics.INFORMED CONSENT AND CONFIDENTALITYYou will be asked to complete a consent form if your photograph is to be used in any WelTecliterature.All personal information collected and stored by WelTec is kept confidential.PROGRAMME EVALUATIONWelTec is interested in the experience students have during their time studying. As well asinformal conversations with students, there are three main surveys available to students toexpress their views and rate WelTec services.As a student new to WelTec:In the first few weeks you will be invited to participate in the WelTec EV1 - First Impressionssurvey (www.surveymonkey.com/s/WelTecEV1). This is open to first-time WelTec students,and asks for your rating of and views about your enrolment experience, the initial in-classexperience, and also your experience of our online resource systems, Moodle or LearnZone.During your course time:Your course outline may indicate that your course will have an EV4 - Teacher and CourseEvaluation undertaken towards the end. This helps the Programme Team to improve theteaching, the course, and the value of the Programme to students. Note: you will need aspecific 'survey event code' supplied by the survey administrator to use the EV4.At the end of the programme or year:In the final few weeks of the programme, or year, you will be invited to participate in the EV3- Student Satisfaction Survey (www.surveymonkey.com/s/WelTecEV3). This asks you aboutyour overall experience of WelTec's services, the programme, teaching, skills development,career enhancement, and overall satisfaction.All WelTec surveys are anonymous; we do not ask you for identification. We do however askfor some demographic information (age range, sex, enrolment types, ethnicity, etc.) in orderto make sense of trends for particular learner groups.The outcomes of the surveys are reported as aggregated information and tables to theWelTec Academic Committee. The reports are also made available to students.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 23

COURSE DESCRIPTORSCourse Descriptors are the formally approved documents that describe:The course title, level, credit valueThe aims of the courseWhat you will be learning – the Learning Outcomes that guide the content andprocess of your learning experiences and activities with your tutorThe assessment activities you need to complete to show how well you havedeveloped your skills and knowledge against the requirements of the LearningOutcomesThe texts or resources that you are required to purchase. Note: for some courses thelatest texts may be listed either in the Required Texts section above, or in yourCourse Outline. If you are not certain, clarify the text or edition with your tutor.Any external standards that the course is also meeting the requirements of (may beunit standards, professional bodies, vendor certifications, etc.)Course Outlines, which your tutors will provide to you in class, or through LearnZone orMoodle, contextualise the Descriptors for your particular class for this year. The Outlineshould provide you with tutor information, specific course topic schedules, assessmentdates, specific rules and requirements, and other useful information.The course descriptors for this programme make up the rest of this Programme Handbookon the following pages.Note: Please be aware that it may be that not all courses listed are be offered in any giventrimester or year. For further information on this please contact your Student Advisor.Wellington Institute of Technology - 2013 CT3709 Programme Handbook February 2013Overview and Programme Specific Information Page 24

Course Title:Course Number:Level: 5Credits: 20Pre or Co requisitesClient Centred Practice IssuesBC5101NilHours:Face to Face Tuition:Self-directed:Total:72 hours128 hours200 hoursAim:To provide training based on client-centred counselling principles and self-awareness, that is goalorientedand meets ethical standards.Topics:Client Centred Counselling; micro-counselling skills including - attending, encouraging, paraphrasing,open questioning, checking perception of feelings, promoting congruent expression, giving subjectivenon-judgemental feedback; establishing client’s purpose; clarifying options and contracting with a client,cultural and multi-cultural perspectives, goal setting, reflective practice, grief, stress, depression.Course ObjectivesLearning Outcomes1.0 Discuss the major components of client centredcounselling1.1 Outline historical development of client-centredcounselling.1.2 Discuss the role of the counsellor1.3 Discuss the role of helper, enabler and counsellor1.4 Differentiate counselling role from that of otherprofessionals, i.e., social workers1.5 Identify examples of role confusion in counsellingsessions1.6 Describe the client centred model of Counselling2.0 Demonstrate micro-counselling skills 2.1 Display body language showing empathy andinterest in the client3.0 Articulate focus and purpose of a counsellingsession2.2 Attend and respond appropriately to the client usingmicro-counselling skills of attending, encouraging,paraphrasing, questioning, and checkingperceptions of feelings, and summarising2.3 Communicate feedback accurately andappropriately for self and others3.1 Express appropriately the client’s purpose and focus3.2 Set appropriate concrete and observable goals withclient3.3 Establish clear and agreed client contracts4.0 Demonstrate awareness of different culturalcontexts4.1 Demonstrate sensitivity and openness to difference4.2 Articulate knowledge and understanding of differentcultural contexts

5.0 Demonstrate awareness of their personalresponses to a client, and its effect oncounselling6.0 Explain a variety of contemporary issues thatmay impact on client- centred practice5.1 Discuss how personal issues may interfere with thecounselling process6.1 Explain the grief process with reference to a rangeof models and personal experience6.2 Explain the concept of depression and offerstrategies for assessment and management of risk.7.0 Explain concept of self-esteem and offerstrategies for change7.1 Explain concept of self-esteem and offer strategiesfor changeStudent Resources:Compulsory Text: Geldard, K. & Geldard, D. (2003). Counselling skills in everyday life. Sydney: PrenticeHall.Recommended texts are listed in the course outline or on Learn Zone.Content/topic Content weighting % Learning OutcomeWritten Assessment 40% LO 1, 5Counselling Demonstration 1 10% LO 2, 5Counselling Demonstration 2 50% LO 1, 2, 3, 4, 5, 6Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must attempt all assessments.Students must achieve a minimum 50% grade overall, with a minimum 50% grade in CounsellingDemonstration 2.Course Title:Course Number:Level: 5Credits: 20Pre or Co requisitesImpact of Social Policy on Current Issues in NZ SocietyBC5102NilHours:Face to Face Tuition:Self-directed:Total:60 hours140 hours200 hoursAim:To understand and critique the impact of social theory on critical current issues for people in NewZealand.

Topics:Definitions: gender culture, cultural norms; “culture” in practice; bi-culturalism; colonisation in NewZealand; phenomenological and structural perspectives; roles in society; current New Zealand socialpolicy; acts related to Justice issues; use and misuse of power in the counselling relationship.Course ObjectivesLearning Outcomes1.0 Analyse the power of cultural roots. 1.1 Describe the significance of cultural roots ofboth client and counsellor.2.0 Analyse the particular place of Maori in NewZealand society.3.0 Compare and contrast perspectives onstructural, phenomenological and poststructuraltheory.4.0 Evaluate the impact of culture gender andsocio-economic roles within society.5.0 Identify current developments in social policyin New Zealand.6.0 Critique selected Acts in the New Zealandjustice system and their impact on people inNew Zealand society.7.0 Analyse the use of power in the helpingprofession.2.1 Outline the historical perspective of thedomination of Maori and the effects uponMaori in today’s context.3.13.23.33.4Identify the difference between theory types.Discuss the difference in approachrepresented by the different theories.Establish a comparative approach to theapplication of different theories.Critique the theories from a point of view oftheir roles in treatment planning.4.1 Discuss differing social roles in thecounselling context with special attention togender and cultural contexts.5.15.25.3Describe the advocacy role in representingclients.Discuss the implication of social change andsocial control for establishing clientrelationships and proposing treatmentapproaches.Describe and discuss the implications ofcurrent developments of social policy in NewZealand.6.1 Analyse government Acts from the NewZealand justice system and discuss theirimpact on counselling approaches forindividuals in New Zealand.7.1 Describe theories of power in the helpingprofessions and discuss their relevance tocounselling in a bi-cultural society.Student Resources:Compulsory text book: McLennan, G, Ryan, A., Spoonley, P. (2009). Exploring Society: Sociology forNew Zealand Students. (3 rd ed.). Pearson Education: New ZealandRecommended texts are listed in the course handbook.Assessment:Content/topic Content weighting % Learning OutcomeClass presentation 30% LO 1, 2, 4, 7Written submission 50% LO 1, 2, 3, 5, 6Short answer worksheets 20% LO 1, 2, 3, 4, 5, 6, 7Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.

Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Introduction to Individual and Social PsychologyCourse Number:BC5103Level: 5Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Tests/ExaminationsTotal:33 hours65 hours2 hours100 hoursAim:To provide an introduction to individual and social psychological theory.Topics: History of psychology Research methods in psychology Theories of learning and memory Personality theories Social psychology Psychology and cultural perspectivesCourse Objectives1.0 Review the historical developmentpsychology and outline the researchapproaches used in psychology.1.11.2Learning OutcomesHistorical evolution of psychology is described.Research approaches are outlined, with an analysis oftheir relative advantages and disadvantages.2.0 Explain theories of learning andmemory.2.12.22.3Theories of learning and memory are described andcritiqued.Human applications of theories of learning and memoryare outlined.Potential distortions of memory are considered.3.0 Identify theories of personality. 3.1 Theories of personality, including psychodynamic,existential, behavioural, humanistic and social learningare compared.

4.0 Review theories and research on socialpsychology.5.0 Analyse cultural influences on researchand behaviour.4.14.24.34.44.55.15.2Theories of attitude formation and change are explained.Attribution theory is articulated.Interpersonal perception and the understanding ofresearch on close relationships are demonstrated.Social influence and group process theories areexplained.Stereotypes and prejudice are explainedCultural influences on the expression of emotions,personality formation, abnormal behaviour, matingpriorities and attributions are critiqued.Research on bicultural perspectives in Aotearoa/NewZealand is critically analysed.Student Resources:Weiten, W. (2009). Psychology: Themes and Variations. (8 th ed.). Belmont, CA: Thomson/ Wadsworth.Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten assignment 50% LO 3Written examination 50% LO 1, 2, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade overall.Course Title:Course Number:Level: 5Credits: 20Pre or Co requisites:Hours:Tuition:Discussion Forum:Self-directed:Tests/ExaminationsTotal:Human DevelopmentBC5105Nil24 hours (2 x 2 day workshops)53 hours (10 weeks x approx. 5 hours per week)120 hours3 hours200 hoursAim:To establish familiarity with developmental changes from conception to old age, through observation, andinterpretation of development theory.

Topics:Stages of development – physical, cognitive, emotional; psychosocial role of cultural, family and socialinstitutions; life crises and transition behaviour; behavioural, social learning, and humanistic/experientialtheories. Nature/nurture debate of human development. Human development in the New Zealandcontext.Course Objectives1.0 Analyse, compare theories of humandevelopmental stages2 Explain and discuss observed humanbehaviour3 Analyse psychosocial factors in relation tohuman development1.11.22.12.22.33.13.2Learning OutcomesDescribe physical, psychosocial and cognitivestages of developmentConsider human development theoriesincluding those of Erikson, Piaget,Bronfenbrenner, Vygotsky, Bandura, Kohlberg,Marcia, Baumrind, Baltes, Bowlby &Ainsworth, Thomas & Chess, Costa & McCraeDescribe differences in human behaviouracross the life spanDiscuss changes in behaviour in relation tomajor developmental theories.Consider human behaviour in the context ofthe nature /nurture debate of HumanDevelopment.Describe and discuss the role of the family andother social institutes in relation to stages ofdevelopment in critical relationshipsDiscuss the effects of cultural influences in thecontext of multiple theories of humandevelopment.4 Analyse personal challenges in relation tohuman development5 Evaluate major models ofpsychological theory.4.1 Discuss the influence of stages ofdevelopment on handling life crises andtransition behaviour.5.1 Describe and critically evaluate the majorcontributions of psychosocial, behavioural,social learning, and humanistic/experientialtheories. (Refer to 1.2 above)Student Resources:Compulsory Text Book: Berk, Laura, E. (2010) Development through the lifespan. (5 th ed.). Boston MA:Pearson Allyn Bacon.Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/Topic Content weighting % Learning OutcomeParticipation in Course Compass Websiteactivities. 1% awarded for each 5 hours ofactivity within websiteEssay (1500 word). Based on application oftheory to case study or vignette10% LO 1, 2, 3, 4, 540% LO 1, 2, 3, 4, 5Examination 50% LO 1, 2, 3, 4, 5

Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must complete the essay and the examination.Students must achieve a minimum 50% grade overall.Course Title:Introduction to Professional PracticeCourse Number:BC5106Level: 5Credits: 20Pre or Co requisites: BC5101 (C)Hours:Face to Face Tuition:Self-directed:Field Work:Personal CounsellingTotal:80 hours87 hours25 Hours8 Hours200 hoursAim:To develop and demonstrate critical awareness of the profession and practice of client-centredcounselling.Topics:Counselling practice, ethical issues, safe contracts; clinical supervision; reflective journal writing; NewZealand Association of Counsellors Code of Ethics.Course Objectives1.0 Demonstrate self-reflection in relation toprofessional issues.2.0 Articulate knowledge of key counsellingissues.Learning Outcomes1.1 Identify and reflect on key professional issues.2.12.22.32.4Explain clearly their personal responses toclients and their effect on the counsellingrelationship.Describe ethical issues with insight and honesty.Explain sensitively and accurately features oftheir own culture which may affect cross-culturalcounselling.Articulate sensitively and appropriately theirawareness of their own personal growth andfuture professional development goals.Discuss application of Treaty of Waitangiprinciples in practice.3.0 Articulate knowledge of agency andcommunity counselling placements.2.53.13.2Identify agency contextual issues.Identify ethical issues in relation to specific

4.0 Identify key issues in contracting. 4.15.0 Identify key issues suitable forsupervision.6.0 Identify key legal and ethical issues asapplied to counselling.7.0 Demonstrate skills and knowledgerelated to professional development.4.24.35.15.26.16.2agencies.Explain accurately the need for establishingsafety contracts with clients.Analyse contractual requirements of agenciesand training institutes relating to clients.Identify key components of supervisioncontracts.Articulate the importance of professionalsupervision.Identify and address key issues appropriate forsupervision.Explains and interprets accurately key conceptsof the New Zealand Association of CounsellorsCode of Ethics.Is able to clearly articulate legal constraints,which may impact on clients or counsellors.7.1 Develop self-marketing and promotion in theprofessional arena.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeAgency Presentation 25% LO 3Final Interview 75% LO 1, 2, 4, 5, 6, 7Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Counselling TheoriesCourse Number:BC5110Level: 5Credits: 20Pre or Co requisites: NilHours:Face to Face Tuition:Student Presentations:Self-directed:Total:Aim:20 hours50 hours (up to a maximum of 50 hours)130 hours200 hoursTo provide students with an introductory view of the emergence of counselling theory and practice intosociety today.

Topics:History and evolution of counselling to present day; major schools in counselling; current trends andissues.Course Objectives1.0 Articulate knowledge of the background andhistory of counselling until today.2.0 Articulate knowledge of the major schools ofcounselling and discuss in relation tocontemporary New Zealand culture.1.11.21.32.12.22.3Learning OutcomesExplain key concepts in the history ofcounselling from early times to the presentday.Explain clearly the concept of worldview andarticulate the differing philosophies orworldviews of the main schools ofcounselling.Discuss modern and post-modernapproaches.Articulate the differences and similaritiesbetween two major theoretical counsellingmodels.Discuss the relevance of the two chosenmodalities in contemporary New Zealandculture.Articulate counselling approaches through abi-cultural and multicultural lens.Student Resources:Compulsory Text: Corey, G. (2009). Theory and practice of counselling and psychotherapy (8 th ed.).Belmont, CA: Thomson Brookes/Cole.Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeParticipation in Website activities.1% awarded for each 5 hours ofactivity within website.10% LO 1, 2Written Assessment 20% LO 1Written Assessment 45% LO 2.1, 2.2Written Assessment 25% LO 2.3Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must complete all three written assessments.Students must achieve a minimum 50% grade overall.

Course Title:Course Number:Level: 5Credits: 10Pre or Co requisites:Treaty of WaitangiBC5112NilHours:Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To examine the Treaty of Waitangi in its historical and contemporary contexts.Topics:Treaty of WaitangiThe Waitangi TribunalContemporary perspectivesBi-cultural responsivenessCourse Objectives1.0 Explain current approaches to theTreaty of Waitangi and its place incontemporary society.2.0 Explain Maori-Pakeha relations inNew Zealand society today.3.0 Develop strategies forincorporating bi-culturalapproaches in ProfessionalPractice.Learning Outcomes1.1 Discuss the Treaty of Waitangi and its implementationin New Zealand society today.2.1 Maori-Pakeha relationships in New Zealand today arediscussed.3.1 Describe strategies for working with Maori clients.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeEssay 70% LO 2, 3Presentation/Debate 30% LO 1Marae visit (compulsory)Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessmentStudents must participate in the marae visit.

Course Title:Course Number:Level: 5Credits: 10Pre or Co requisites:Theories of Substance Use, Misuse and AddictionAS5104NilHours:Face to Face Tuition:Flexible Delivery with Tutorial Support:Self-directed:Total:18 hours17 hours65 hours100 hoursAim:To provide an overview of theories of substance use and addictions.Topics:History of substance use in New ZealandEpidemiology of Substance UseAetiology – biological, psychological and social concepts of substance use including Dispositional,Twelve Step, Biopsychological and Maori Models.Classification of drugs utilising personal, historical, sociological, pharmacological and psychologicalperspectives.Pharmacological and psychotropic drug informationLegal classification of drugsCourse Objectives1.0 Describe the historical perspective andpresent day substance use in NewZealand.2.0 Apply a range of perspectives andaetiological models of substance use,misuse and addiction.3.0 Demonstrate knowledge of drugclassifications includingpharmacological and legal categories.1.11.22.12.2Learning OutcomesThe history of substance abuse in New Zealand isdescribed.Epidemiological aspects of alcohol and drug usedescribed.Psychological, pharmacological, sociological andetiological concepts of use, misuse and addictiondescribed.One Maori aetiological model described.3.1 Legal and pharmacological classifications of Drugsexplained.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeEssay 75% LO 1, 2, 3Test 25% LO 1, 2, 3

Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Whakaruruhau – Cultural ResponsibilityCourse Number:AS5106Level: 5Credits: 10Pre or Co requisites: NilHours:Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To introduce the student to factors relating to cultural responsiveness and Maori Health and Wellbeing.Topics: Cultural identity/diversity issues Culturally appropriate intervention processesCourse Objectives1.0 Discuss how beliefs and valuesimpinge on the Whakaruruhau.2.0 Identify a range of cultural models ofhealth and wellbeing.3.0 Articulate key concepts appropriate forworking with people from differentbackgrounds.1.11.21.3Learning OutcomesIdentifies own socialisation process, beliefs and valuesand the implications these have when working with Maoriclients.Discuss bi-cultural approaches to health and wellbeing.Discuss multi-cultural approaches to health andwellbeing.2.1 Cultural models of health and wellbeing are discussed.3.1 Cultural responsiveness/safety issues are discussed.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten/Presentation Assessment 100% LO 1, 2, 3

Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.Course Title:Psychological Theory and PracticeCourse Number:AS5110Level: 5Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Tests/ExaminationsTotal:33 hours65 hours2 hours100 hoursAim:To introduce the student to psychological theories of human development. This course also covers theaffect of lifestyles on health, states of consciousness, abnormal behaviour and motivational theoriesTopics:Human development across the life spanDifferent states of consciousnessProcesses of motivation and emotion, their nature, biological and socio-cultural determinantsDifferent life-styles and their consequences, physiological basis of stress, sources of stress and itseffects on the immune systemPsychological disorders and their treatmentCourse Objectives1.0 Discuss human development acrossthe life span.2.0 Review different states ofconsciousness.Learning Outcomes1.1 Stage theories of development are described.1.2 Social context of development is described.1.3 Attachment theory is explained.2.1 States of consciousness are recognised and explained.3.0 Processes of motivation andemotion, their nature, biological andsocio-cultural determinants areidentified.3.13.2Main psychological theories of motivation and emotion are identifiedand explainedCross-cultural differences and similarities in emotional experienceare explored.

4.0 Different lifestyles and theirconsequences are reviewed5.0 Describe selected psychological disordersand their treatments.4.14.24.35.15.25.35.45.5The connection between lifestyle and stress is discussed. Majortypes of stress are identifiedEffects of stress – emotional, physiological and behavioural areidentified and explained, together with specific stress responses suchas burnout, posttraumatic stress disorder, and effects on physicalhealth.Myths and models of abnormal behaviour are outlined,including the medical model and the issue of thecriteria of abnormal behaviour.The principal classifications of disorders are outlined.Culture and notions of pathology are reviewed ,with particular reference to Aotearoa/ New Zealand.Treatment models are identified, such as insighttherapies, behaviour therapies, biomedical therapies.Current trends and issues in treatment are introducede.g. deinstitutionalization.Student Resources:Compulsory Text: Weiten, W. (2009). Psychology: Themes and variations. (8 th ed.). Belmont CA:Wadsworth Thomson LearningRecommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten Assignment 40% LO1Exam 60% LO 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade overall.Course Title:Introduction to Alcohol and Drug Youth WorkCourse Number:AS5112Level: 5Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Total:35 hours65 hours100 hours

Aims:To gain knowledge of adolescent substance abuse within New Zealand society.Topics:Adolescence – developmental stages, youth culture and values;Epidemiology and aetiology of psychoactive substance use by young people.Risk and resiliency factors in young people’s drug use; the role of significant others;Current youth drug scene in New Zealand. New Zealand laws and policies re psychoactivesubstances; young people’s rights Risk assessment; OARS (Open ended questions, Affirmation, Reflection, Summaries), Smashed ‘nStoned treatment modalityService providersCourse Objectives1.0 Review adolescent developmentalstages, youth culture and values.Learning Outcomes1.1 Developmental stages, youth culture and values are explained.2.0 Review epidemiology and aetiology ofpsychoactive substance use by youngpeople.3.0 Analyse the current youth drug scenein New Zealand.4.0 Identify current laws and policies repsychoactive substance use byadolescents.5.0 Identify alcohol and drug treatmentproviders accessed by youth.2.1 Epidemiological, physiological, psychological, social, cultural andspiritual concepts of young people’s psychoactive use explained.3.13.2Relevant risk and resiliency factors in adolescent drug use arerecognised.Define the rights of adolescent substance users4.1 Discuss legislation that applies to youth substance abuse5.1 Alcohol and drug treatment service providers for adolescents areidentified.6.0 Discuss youth Alcohol and Drugtreatment interventions.6.1 Relevant intervention techniques are accurately discussed.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten work 100% LO 1, 2, 3, 4, 5, 6Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.

Course Title:Course Number:Level: 6Credits: 20Pre or Co requisites:Hours:Face to Face Tuition:Self-directed:Total:Existential ApproachesBC6201Nil70 hours130 hours200 hoursAim:To provide a basic working knowledge of the philosophical and practical frameworks that form the basisof existential approaches to counselling and to develop a personal understanding of (the student's) ownbelief systems and attitudes and the boundaries for working with people.Topics:Existential and psychodynamic theory and approaches; personal exploration of value systems andattitudes to existence; philosophical and psychological notions; therapeutic applications; boundary settingfor client and counsellor will be stressed and demonstrated.Course Objectives1.0 Articulation of personal beliefs and values 1.12.0 Applies use of philosophical andpsychological concepts when working withclients3.0 Use movement, dramatic scenes andcreativity in order to assist the client heightentheir experience4.0 Integrate the skills that belong toClient-centred counselling with the skills thatare part of related existentialApproaches1.21.31.42.12.22.33.13.23.3Learning OutcomesThe various theoretical approaches areexplained and evaluated.These approaches are articulated clearly andsensitively to other students.Student's values are explained clearly andappropriately.Student's frameworks are articulated in waysthat show their relationship to the counsellingprocess.The application of philosophical andpsychological concepts in work with clients isdescribed sensitively and appropriately.Demonstrates the elements from abstractand reality-based concepts in counsellingsituations.Demonstrates the ability to assist clients toreview the meaning of their lives.Student's role plays demonstrate creativityand sensitivity to client needs.Client's emotion, behaviour and thoughtprocesses are facilitated creatively andappropriately.Dramatic processes and alternatives for theclient's future are demonstrated in ways thatshow creativity and sensitivity.4.1 Shows development from basic Clientcentredcounselling skills to skills indeveloped existential approaches: such asRogerian, Gestalt, Psychodramatic, Bodycentred,Philosophical and Process work.

5.0 Demonstrate adequate awareness of thetiming of the use of existential approachesand that the student is aware of their ownphysical, emotional and professionalboundaries when using these approaches5.15.25.3Boundaries and ethics are explainedaccurately and appropriately in relation toexistential approaches.Student's awareness of the effects ofexistential approaches are demonstrated.Professional boundaries are articulated.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeEssay 50% LO 1, 2, 3, 4, 5Presentation 25% LO 1, 2, 3, 4, 5Journal 25% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Course Number:Level: 6Credits: 20Pre or Co requisitesCognitive Behavioural ApproachesBC6202BC5103 (P) or BC5105 (P)Hours:Tuition:Self-directed:Total:70 hours130 hours200 hoursAim:To provide a basic working knowledge of cognitive behavioural approaches.Topics:History of behaviourismApplied behavioural analysis Cognitive Behaviour Therapy theory of Beck and Ellis: Specific thinking distortions and irrationalbeliefs.Rational - self analysisCoping skills training.

Specific Cognitive Behaviour Therapy techniques for problems of anger, depression, phobias andaddictive behavioursRelapse prevention training.Integration – Lazarus Multi-modal model. Applying the BASIC ID framework.Course Objectives1.0 Analyse the general principlesunderlying Behaviour Therapy2.0 Use applied Behavioural analysis togain information and facilitate change.3.0 Explain the general philosophy andorientation of the cognitive behaviouralapproach.Learning Outcomes1.1 Knowledge of operant and classical conditioningprinciples is demonstrated.2.12.22.3Applied behavioural analysis is demonstrated.Accurate analysis of antecedent events, behaviour andconsequences is demonstrated.Appropriate goals are set in consultation with client.3.1 Cognitive Behaviour Therapy philosophy and orientationis clearly articulated.4.0 Detect irrational belief systems andchallenge them and substitute moreproductive beliefs when appropriate.5.0 Coping skills training to reduce anxietyis understood.4.14.24.35.15.25.3The use of rational self-analysis on student’s ownthinking process is demonstrated.The skills of challenging irrational beliefs aredemonstrated appropriately.Core beliefs and intermediate beliefs are accuratelyobtained, through sensitive questioning.Relaxation training techniques are demonstrated.Rating and reducing of Subjective Units of Distress scaleis accurately applied.Relaxation training techniques are applied accurately.Desensitisation process accurately described.6.0 Explain Cognitive Behaviour Therapyconcepts and understand how to applyspecific techniques to depression,anger, phobias and addiction issues.7.0 Apply Cognitive Behaviour Therapymodel structure.8.0 Apply Cognitive Behaviour Therapytechniques.5.46.16.27.17.2Cognitive Behaviour Therapy models of depression,anger, phobias, and addiction are articulated accurately.Knowledge of the application of Cognitive BehaviourTherapy techniques specific to depression, anger,phobias and addictions is demonstrated.Problems are accurately conceptualised using a clearCognitive Behaviour Therapy framework, includingBASIC ID.Appropriate Cognitive Behaviour Therapy interventiontechniques are used accurately.8.1 Setting agenda/goals, eliciting and challenging NegativeAutomatic Thoughts, explaining the Cognitive BehaviourTherapy model to client, setting homeworkdemonstrated.Student Resources:Recommended texts are listed in the course handbook.Assessment:Content/topic Content weighting % Learning OutcomeCase study 50% LO 1, 3, 5, 7Taped Demonstration 50% LO 2, 3, 4, 6, 7, 8

Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Integrated Theory and Practice IssuesCourse Number:BC6204Level: 6Credits: 20Pre or Co requisites: Stage I (P), BC6205 (C)Hours:Face to Face Tuition:Self-directed:Total:70 hours130 hours200 hoursAim:To provide students with the opportunity to apply counselling theory to client issues.Course Objectives1.0 To develop a critical awareness of one’s ownattitudes, values, biases and prejudices, plustheir origins.2.0 Monitor and critically evaluate professionalpractice related to a range of key practiceissues.1.11.21.32.12.2Learning OutcomesDemonstrate awareness of personalattitudes, values, biases and prejudices.Demonstrate an understanding of the originsof attitudes, values, biases and prejudices.Demonstrate self-knowledge of how theseattitudes, values, biases and prejudicesinfluence decision-making when working withclients.Integration of learning in the following areas:Transference/counter transference, Alcoholand Drug issues, Risk issues-includingsuicide, Gender issues, Values, bias’s andprejudices, Referral and termination, Ethnicityand Culture, Ethical issues (includedboundaries), Mental health.Justify reasons for change in approach afterreflection on session.Consolidate Client Centred Practice skills.2.3Student Resources:Recommended texts are listed in the course outline on Learn Zone.

Assessment:Content/topic Content weighting % Learning OutcomeOne group case presentation (oral) 50% LO 1, 2One written assignment 50% LO 1, 2Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Practicum IICourse Number:BC6205Level: 6Credits: 20Pre or Co requisites: Stage I including BC5106 (P), Near Completion Stage II (P), BC6204 (C)Hours:Face to Face Tuition:Practical:Supervision:Personal Counselling:Total:35 hours143 hours (110 hours face to face individual counselling and 33 hoursadministration)14 hours8 hours200 hoursAim:To enable students to develop counselling knowledge and counselling practice.Topics:Rapport building; client validation; application of theory, report writing, reflective practice.Course Objectives1.0 Conduct counselling sessions independentlyand cooperatively1.11.21.31.41.5Learning OutcomesDemonstrate the establishment of rapportand trust to enable client to reveal personalinformation.Identify and negotiate achievable goals withclient.Demonstrate empathy, genuineness, positiveregard and acceptance for client to displayvalidated feelings, congruent behaviour.Demonstrate application of influencing skillssuch as making observations, confronting,coaching and giving information areobserved.Identify and reflect appropriately andsensitively on features of the counsellor'sculture that may impact on work with clients.

2.0 Apply the theory of case management. 2.1 Describe and demonstrate key concepts inthe theory of case management.3.0 Demonstrate integration of Client centredpractice theory into practice.3.13.2Apply the principles and methods of Clientcentred practice.Demonstrate the treatment process for aspecific client issue.4.0 Demonstrate ability to fully utilise clinicalsupervision.5.0 Demonstrate application of the New ZealandAssociation of Counsellors (or equivalent)Code of Ethics.4.14.25.15.2Demonstrate ability to take appropriate clientissues to supervision.Demonstrate effective use of supervision toexamine own personal process and to applycase-management.Demonstrate knowledge of the key conceptsof the New Zealand Association ofCounsellors Code of Ethics or equivalent withreference to practice.Ethical principles are applied sensitively andappropriately in client caseload.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeOne assignment consisting of:One videotaped 15-minute section of acounselling session (10%)One audio taped 15-minute section ofa counselling session (10%)One written assignment (5%)25%Oral interview presenting a writtencase study 25%LO 1, 3, 4LO 1, 2, 3, 5One audio or video tape of a one hoursession and transcript (student makesa selection of 15 minutes)50% LO 1, 3Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Course Number:Level: 6Credits: 20Pre or Co requisites: NilCounselling in the Mental Health ContextBC6208

Hours:Face to Face Tuition:Self-directed:Tests/ExaminationsTotal:68 hours130 hours2 hours200 hoursAim:To develop a critical understanding of the role of the counsellor in the Mental Health Context.Topics:Mental health in New Zealand including definitions, Maori mental health, approaches to treatment, mentalhealth facilities in New Zealand; history and method of classification of diseases; Diagnostic StatisticalManual of Mental Disorders (DSM) categories; abnormal Psychology; diagnosis; crisis intervention;supervision in mental health context; assessment and treatment planning.Course Objectives1.0 Explain concepts of mental health andtreatment modalities used in mental healthfacilities.2.0 Recognise abnormal responses andbehaviours in people who may need furtherreferral and assessment.3.0 Establish appropriate liaison with mentalhealth professionals and facilities in planningappropriate counselling roles.Learning Outcomes1.1 Identify and discuss current treatmentmodalities and facilities in New Zealand.2.12.22.3Identify and describe common majorpsycho-pathologies as diagnosed bythe DSM, (Diagnostic StatisticalManual of Mental Disorders).Identify and describe the categories.Demonstrate understanding ofassessment principles.3.1 Demonstrate ability to review thecounselling role when presented withabnormal behaviours.4.0 Assess and plan treatment for the morecommon of the major categories ofpsychopathology as diagnosed by DiagnosticStatistical Manual of Mental Disorders (DSM)and by other modalities and identify referralwhen appropriate.4.14.2Prepare comprehensive written assessmentproviding evidence to support interpretationsin a style acceptable to a psychotherapisttrained in another modality.Develop comprehensive treatment plansusing another model written in a styleacceptable to another professional.Student Resources:Compulsory Text Book: American Psychiatric Association. (2000). Diagnostic and statistical manual ofmental disorders: DSM-IV-TR. (4 th ed.). Washington. DC: APARecommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeOne case study + discussion 50% LO 2, 3Examination 50% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.

Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Assessment and Treatment PlanningCourse Number:AS6201Level: 6Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Total:35 hours65 hours100 hoursAim: and related issues, including new developments in this area.Provides students with understanding of applying the assessment and treatment planning process foralcohol and drug use (or misuse).Topics:Screening for Alcohol and Drug problems.Comprehensive assessment instruments in New Zealand.Assessment areas: Drug and Alcohol History; Health and Medical information;Mental Health screening; Diagnostic and Statistical Manual of Mental Disorders 4 th Edition (DSM-IV)Diagnosis; Risk Assessment; Mental State Examination; Assessment of lifestyle, personal andgeneral areas; Stages of change regarding motivation; Risk assessment; Opinion and Prognosis;Management.Matching and referral processes.Goal setting, implementation and review.Giving client feedback and working collaboratively.Assessment Report writing.Cultural assessment.Course Objectives1.0 Understand the role of assessment andscreening for alcohol and drug andaddiction problems in New Zealand.2.0 Develop a comprehensive assessmentand treatment plan.3.0 Use appropriate assessment, treatmentplanning and referral strategies.1.11.22.12.2Learning OutcomesThe purpose of assessment in Alcohol and Drug fieldis defined.A distinction is made between screening andassessment tools and their appropriate usage.A comprehensive assessment is conducted and awritten report provided.An appropriate client centred treatment plan isnegotiated.3.1 Assessment, treatment planning and referralstrategies procedures are organised anddemonstrated.Student Resources:Recommended texts are listed in the course outline on Learn Zone.

Assessment:Content/topic Content weighting % Learning OutcomePartial ComprehensiveAssessment20% LO 1Comprehensive Assessment andTreatment Plan80% LO 2, 3Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Students must attend a minimum 80% of classes.Course Title:Motivational InterviewingCourse Number:AS6202Level: 6Credits: 10Pre or Co requisites: BC5101 (P), or AS5101 (P)Hours:Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To provide students with skills and strategies in the use of Motivational Interviewing to explore andresolve ambivalence.Topics: Stages of change Roadblocks to change Basic motivation interviewing techniques Phases of motivation interviewingCourse Objectives1.0 Demonstrate understanding andapplicability of the Stages of ChangeModel.1.11.2Stages of change identified.Learning OutcomesInterventions matched with client to appropriate stage ofchange2.0 Demonstrate a counselling styleconsistent with the principles ofMotivational Interviewing.3.0 Use of “broader strategies” and complextechniques.2.1 The principles of Motivational Interviewing are demonstrated.3.1 Demonstrated competent use of broader strategies andcomplex techniques with clients.

4.0 Demonstrate ability to utiliseMotivational Interviewing within aprescribed framework.4.1 Conducts a counselling session utilising a prescribedMotivational Interviewing framework to assist clientsto explore and resolve ambivalence and move towardschangeStudent Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomePractical Exam (OSCE) 50% LO 1,2, 3, 4Written assignment 50% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Course Number:Level: 6Credits: 10Pre or Co Requisite: NilInterventions for Alcohol and Drug ProblemsAS6204Hours:Face to Face Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To introduce students to the range of interventions used to manage alcohol and drug problemsTopics: Alcohol and Drug management interventions Assessment including cultural assessment Crisis Intervention Case management Detoxification (four levels offered in NZ) Harm Reduction Outpatient vs. inpatient treatment (criteria for admission) Guided self-change

Course Objectives1.0 Recognise the range and levels and settingsof interventions utilised in the alcohol and drugtreatment field.Learning Outcomes1.1 Levels, settings, and range of interventionsare articulated.2.0 Discuss harm reduction strategies, casemanagement, and guided self-management.2.12.2Explain harm reduction strategies.Discuss skills in guided self-change.3.0 Discuss the assessment process, crisisintervention and case management.4.0 Discuss detoxification treatment in NewZealand.5.0 Explain the Self- Guided change approach totreatment3.13.2Describe the understanding of assessmentprocess.crisis management.Discuss case management.4.1 Discuss detoxification issues in a NewZealand context.5.1 Discuss self-guided change using the AlcoholAdvisory Council of New Zealand Smashedand Stoned programme.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten Assessment 100% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.Course Title:Introduction to ResearchCourse Number:AS6205Level: 6Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Total:35 hours65 hours100 hours

Aim:To learn about the process of research, data gathering and evaluation.Topics: What is research? Philosophical and psychological foundations of research Research in everyday life Bias in research Basic Statistical AnalysisCourse Objectives1.0 Demonstrate knowledge regardingbasic concepts of research.2.0 Demonstrate the ability to criticallyread and evaluate research papers.1.11.22.12.22.3Learning OutcomesThe process of research is critically explored.Ability to formulate research questions demonstrated.On a basic level the quality of research is recognisedand analytically interpreted.Knowledge about various forms of research isdemonstrated.Knowledge of basic statistical methods demonstrated.Research papers critically evaluated.2.43.0 Apply formulation of hypothesis. 3.1 Demonstrated formulation of hypothesis.4.0 Articulate types of research. 4.1 Case studies explained.4.2 The survey methods explained.4.3 Observational methods explained.4.4 Experimental methods explained.5.0 Develop a research proposal. 5.1 Ability to review relevant literature.5.2 Design a study.5.3 Considered ethical implication.Student Resources:Recommended texts are listed in the course outline on Learn zone.Assessment:Content/topicContent weighting % Learning OutcomeResearch proposal 100% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.

Course Title:Course Number:Level: 7Credits: 20Pre or Co requisites:Integrated Theory, Practice and Personal StyleBC7303Stage II (P), BC7304 (C)Hours:Face to Face Tuition:Self-directed:Total:60 hours140 hours200 hoursAim:To expand and integrate students’ working knowledge of counselling theory practice and themselves.Topics:Review of theoretical frameworks; practice issues; personal responses; transference issues; boundaryissues; client safety; referral; integration of theoretical models; and change.Course Objectives1.0 Develop the ability to integrate theoreticalmodels and key counselling concepts intopractice.2.0 Identify own preferences of theoreticalmodels.3.0 To develop knowledge in counsellingpractice issues.4.0 Reflect on own process when working withclients.Learning Outcomes1.1 Demonstrate the integration of theory andpractice.2.1 Articulate own preferences of theoreticalmodels and demonstrate someunderstanding of application.3.1 Demonstrate understanding of practiceissues.4.1 Demonstrate understanding of counsellor’sown process when working with clients.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeEssay 60% LO 1, 2, 3Assignment (Case study) 40% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Students must attend a minimum of 80% of timetabled classes.

Course Title:Practicum IIICourse Number:BC7304Level: 7Credits: 20Pre or Co requisites: Stage II (P), BC7303 (C)Hours:Face to Face Tuition:Practicum:Clinical Supervision:Personal Counselling:Total:42 hours136 hours (consists of 110 hours face to face individual counselling hoursand 26 agency hours)14 hours8 hours200 hoursAim:To develop opportunities for students to develop counselling skills in an agency setting at a levelcommensurate with a beginning practitioner.Course Objectives1.0 Identify personal and professionaldevelopment needs.2.0 Demonstrate familiarity with one approachto counselling practice in addition to theRogerian approach.3.0 To establish a clear and effective clientrelationship.4.0 Students will continue to developknowledge about ethical guidelines toensure client rights, client safety andcounsellor integrity.Learning Outcomes1.1 Identify goals for personal andprofessional growth and evaluateprogress towards these goals.2.12.23.13.24.14.25.0 Use Supervision effectively. 5.15.25.3Demonstrate preferred approach orintervention in ways that are facilitativefor particular clients.Apply practice elements of selectedapproaches or interventionsappropriately.Demonstrate confidence and ease withclients in establishing a counsellingrelationship, goal setting, and in providingan effective counselling process.Consistently demonstrate appropriateboundary setting with clients.Ethical guidelines will be used with clientsappropriately.Identify and adapt processes appropriateto client’s needs.Identify and discuss relevant issuesrelated to self, theory and practice.Identify and discuss new possibilities foreffective practice with each client.Provide evidence of commitment toprofessional and personal learning.6.0 Use feedback effectively 6.1 Respond openly, non-defensively andreflectively to feedback from tutors andcolleagues.

Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWorkshop presentations 10% LO 1, 6Assignment – personal andprofessional development15% LO 4Taped demonstration of practice 40% LO 2, 4Final Assessment:Role playFinal interview30%5%LO 2, 4LO 3, 5, 6Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in Workshop presentations, a minimum 50% grade inAssignment – personal and professional development, and a minimum 50% grade in Taped demonstrationof practice.Students must achieve a minimum 60% grade in the Final Assessment.Course Title:Course Number:Level: 7Historical Sexual AbuseBC7305Credits: 20Pre or co requisites: Stage II (P)Hours:Face to Face Tuition:Self-directed:Total:60 hours140 hours200 hoursAim:To identify specific issues, theoretical models and approaches in working with historical sexual abuse.Topics:Incidence, disclosure, perpetrators, attitudes and myths, memory and working with memory, referral,assessment, therapeutic strategies and interventions, ethical issues, transference and countertransference issues, termination and culture.Course Objectives1.0 Identify presentation characteristics of adultclients.Learning Outcomes1.1 Describe the different ways that adults whohave experienced childhood sexual abusemay present.2.0 Analyse research on adult memory of 2.1 Demonstrate understanding of memory

childhood trauma and recommendedpractices for working with memories.3.0 Identify a range of assessment andtherapeutic models appropriate for sexualabuse counselling.3.13.2processes and an understanding oftherapeutic approaches that are inaccordance with recommended practice.Outline appropriate models of assessment.Identify theoretical models and strategies thatare appropriate for sexual abuse counselling.Demonstrate knowledge of culturalresponsivity.4.0 Identify the process issues in therapy. 4.1 Describe process issues; including role oftherapist, style of therapy, safety of client,transference and counter transferenceissues, and termination.5.0 Identify key ethical issues. 5.1 Outline the key ethical issues related tosexual abuse counselling.3.3Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeEssay 30% LO 4, 5Essay 40% LO 2, 3, 4Practical assessment 30% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Students must attend a minimum of 80% of timetabled classes.Course Title:Course Number:Level: 7Credits: 20Pre or Co requisites:Intimate RelationshipsBC7310NilHours:Face to Face Tuition:Self-directed:Total:70 hours130 hours200 hours

Aim:To develop a critical understanding of research, theories, principles and practice of close relationshipcounsellingTopics:Current New Zealand and overseas studies on marriage and close relationships; gender differenceliterature and same gender relationships.Relationship typologies; models of relationship life-cycles and developmental stages.Relationship and individual development.Presenting issues including: communication difficulties, developmental issues, emotional barriers,sexual behaviour, violence and abuse, addictions, breakdown, separation, children, blendedfamilies.Systems theory and transactional analysis applications, conflict management, mediation, skillstraining, process intervention model.Trends in research.Course Objectives1.0 Review and critique the social science ofmarriage and close relationships.2.0 Explain and apply a developmentalframework to close relationships.3.0 Identify and explain the major presentingissues in close relationships.4.0 Compare systemic models with otherinterventions in close relationships.5.0 Describe interventions in workingwith close relationships.Learning Outcomes1.1 Describe and critically analyse New Zealandand overseas studies of marriage and closerelationships.2.1 Identify, explain and accurately interpret keyconcepts of a developmental framework.3.1 Assess issues accurately.4.1 Describe and offer rationales for the use of atleast one model.5.1 Intervene effectively to facilitate change inline with client’s goals.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/Topic Content weighting % Learning OutcomeSmall group project 50% LO 3, 4, 5Essay 50% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Key Issues in Working with AdolescentsCourse Number:BC7311Level: 7Credits: 20

Pre or Co requisites:BC5105 (P) or, BC5103 (P) and AS5110 (P)Hours:Face to Face Tuition:Self-directed:Total:70 hours130 hours200 hoursAim:To identify specific issues and develop approaches for working with adolescents in the Aoteroa/NewZealand context.Topics:Youth Development theory with particular reference to Youth Development Strategy Aoteroa (YDSA)Theories of adolescent development and identify formation from Western, Maori and other relevantcultural perspectivesResiliency theory and integration into counselling/clinical practiceKey legislation (consent and confidentially to health care, Children, Young Persons and their FamiliesAct (1989)Working with key organisations (e.g. Child, Youth and Family, health)Youth Psychosocial assessment Home, Education, Activities, Drugs, Sexuality and Safety (HEADSS)Youth appropriate interventionsCulturally appropriate interventionsEthical practice when working with young peopleCourse Objectives1.0 Develop an understanding of theories ofadolescent development and identifyimplications for counselling practice2.0 Develop and understanding of political,ethical, safety and legal issues when workingwith young people3.0 Develop knowledge of resiliency theory inthe context of young peopleLearning Outcomes1.1 Implications of developmental processes inadolescence for counselling practice withyoung people are identified and criticallyevaluated with reference to the social,cultural, economic and political contexts2.12.22.32.43.13.2Implications of youth development forcounselling practice and work with youngpeople are articulated and integrated intopracticeEthical and cultural issues relating toconfidentiality and its limits, client rights andautonomy, informed consent and individualcompetency are critically engaged with anddebatedKnowledge of the legislation that protects therights and safety of young people isarticulated and appropriate strategies formaintaining these rights are identified andcritically evaluatedKnowledge of when and how to referappropriately, and in accordance with ethicalguidelines, is clearly demonstratedDemonstrate knowledge of resiliency theoryDemonstrate knowledge of a strengthsbasedapproach

4.0 Develop an understanding of the types ofproblems and issues adolescents are likelyto bring to counselling and identify andcritically evaluate possible interventions5.0 Recognise possible mental health problemsand identify appropriate ways of intervening.6.0 Develop beginning skills ofcounselling/working with adolescents4.14.24.35.15.25.35.46.16.26.3Knowledge of the types of problemsadolescents are likely to bring to counsellingare articulatedProblems and issues are situated andanalysed in relation to the contexts in whichthey develop (e.g. family/whanau, the peergroup, school, and the broader social,cultural, economic and political contextsAppropriate interventions for working withproblems are identified and criticallyevaluatedPossible mental health problems arerecognised and describedAppropriate interventions are identifiedKnowledge of when and how to referappropriately, and in accordance with ethicalguidelines, is clearly demonstratedKey agencies that provide support servicesfor young people are identifiedDemonstrate beginning skills for conducting aHome, Education, Activities, Drugs, Sexualityand Safety (HEADSS) assessmentDemonstrate beginning skills of integratingresiliency theory and strengths-basedapproach into counsellingDemonstrate ability to critically reviewpsychosocial assessment and briefcounselling sessionStudent Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomePresentation 40% LO 1, 2, 3, 4Practical Assessment (OSCE) 30% LO 4, 5, 6Critique – Written Assignment 30% LO 6Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.

Course Title:Group WorkCourse Number:BC7314Level: 7Credits: 20Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Total:70 hours130 hours200 hoursAim:To develop an experiential and critical understanding of group processes and establish personal role as agroup member and group leader.Topics:Theoretical models of group work; group dynamics; stages of group development; group roles; leadershipstyles; Consumer groups - therapy, guidance counselling, human relations training, skills training,personal growth, career, life planning. Codes of ethics of New Zealand Association of Counsellors(NZAC), Aoteroa New Zealand Association of Social Workers (NZASW), International TransactionalAnalysis Association (ITAA), and Association for Specialists in Group Work (ASGW).Course Objectives1.0 Identify ways of describing andanalysing group dynamics.2.0 Review and critique theoreticalapproaches of group counselling.3.0 Explain and apply adevelopmentalframework to group counselling.1.11.2Learning OutcomesIdentify and explain ways of describing and analysinggroup dynamics.Accurately explain roles in groups and identify skillsof a group leader.2.1 Describe and distinguish between commonalities intheoretical approaches and establish rationales fortheir appropriate use.3.13.2Identify and discuss key concepts of a developmentalframework in group counselling.Distinguish and discuss the importance of personalcharacteristics of group leaders.4.0 Establish an understanding of thetherapeutic processes involved ingroup work.5.0 Evaluate ethical considerationsimportant to group work.4.1 Describe and discuss the appropriate application of arange of therapeutic processes in group work.5.15.25.36.0 Participate as a group member. 6.16.2Identify and explain the relevance of specific ethicalproblems encountered in group work.Identify and compare appropriate circumstances forapplication of group work.Discuss the potential effects of cultural difference ingroup work.Identify and discuss personal characteristics andpreferred styles that affect group participation.Demonstrate awareness and sensitivity to the needsof others in the group.Demonstrate integration of therapeutic processes into

6.3 personal roles as a group member.7.0 Critique own competency as agroup work leader.7.1 Identify and reflect on personal competencies inrelationship to the group leadership function.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeSelf-reflective journal assignment 20% LO 1, 2, 3, 4, 5, 6, 7Written assignment 20% LO 1, 2, 3, 4, 5, 6Written assignment 60% LO 1, 2, 3, 4, 5, 6Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessmentParticipation, throughout the course, in formative assessments through ongoing self, peer and tutorfeedback is required. Students must attend a minimum of 80% of timetabled classesCourse Title:Course Number:Level: 7Credits: 20Pre or Co requisites: NilNarrative TherapyBC7322Hours:Face to Face Tuition:Self-Directed:Total:70 hours130 hours200 hoursAim:To learn and apply in practice the philosophy, theory and skills of Narrative Therapy.Topics:Professional power, institutional power, marginalising discourses, implications for practice ethics.Maps of Narrative practice: Externalising Statement of position Re-authoring conversations Remembering conversations Absent but implicit considerations Outsider witness practices Documenting of alternative stories/knowledge’s

Responding to failureCourse Objectives1.0 Locate the position NarrativeTherapy takes up in relation toModernist and Structuralist theoriesand practices of counselling.2.0 Compare and contrast thephilosophy, theories and ethicalpractices of Narrative Therapy withthose, which inform Family Therapy,Cognitive Behaviour Therapy andother post-modern and poststructuralcounselling approaches.3.0 Develop strategies for taking accountof the operations of power andprivilege (personal / professional) incounselling and related contexts, andimplementing practices ofaccountability in response to these.4.0 Develop knowledge of particularsocial and political discourses thatoperate in ways that marginalise orlimit the social participation ofpersons who seek counselling inrelation to life problems.1.11.22.12.23.13.23.33.44.14.24.3Learning OutcomesNarrative approach is accurately explained.Narrative approach is related accurately to Modernistand Structuralist theories of counselling.Respective approaches are accurately differentiated,with particular emphasis placed on relevant valuesystems in different approaches.Similarities and key differences between approaches areidentified accurately.Power relations in counselling contexts are identified andaccurately described.Practice implications of power relations are identified andaccurately described.Strategies for reducing effects of power differences incounselling are introduced and applied in practicecontexts.Effectiveness of strategies are analysed and evaluated.Discourses of gender, culture, sexual orientation,economic and social position are identified anddescribed accurately.Implications of marginalisation are discussed and relatedto issues of professional power.Ways of minimising the effects of institutional andprofessional discourses are identified and implementedin practice.5.0 Learn and practice skills of NarrativeTherapy6.0 Implement Narrative skills in practiceand evaluate effectiveness ofapproach5.15.25.36.16.2Skills and practices of Narrative Therapy are accuratelydescribed.Skills and practices of Narrative Therapy aredemonstrated by tutor.Skills and practices are practised and evaluated bystudents.Narrative skills are implemented in practice with clients.Response to and evaluation of effectiveness of Narrativecounselling experience is researched with clients.Research findings are critically analysed and reported.7.0 Review practice knowledge ofNarrative Therapy6.37.1 Practice knowledge is identified and demonstratedthrough this through reflecting and reporting on practiceexperience to peers in oral presentations to class.Student Resources:Recommended texts are listed in the course outline Learn Zone.

Assessment:Content/topic Content weighting % Learning OutcomeFour worksheets 40% LO 1, 3, 4, 5, 6Videotape with transcript and selfevaluationreport submitted asevidence of narrative skill andpractice developments60% LO 2, 5, 6, 7Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Course Number:Level: 7Systemic Approaches to Couple and Family CounsellingBC7323Credits: 20Pre or Co requisites: BC6205 (P), or equivalentHours:Face to Face Tuition:Self-directed:Total:60 hours140 hours200 hoursAim:To assist counselling students to develop Systemic Thinking and apply this in practice; learn practicesand skills associated with these ideas and apply these in practice; and develop skills for working withmultiple clients (more than one) in the counselling room.Topics:History of the development of Family TherapyFamily Therapy and feminist viewsSystemic thinking applied to individuals and familiesFamily developmentFamilies in AotearoaFamily Therapy-selected approaches (e.g. Structural, post-Structural)Ethical issues in relationships (including counselling) – power implications of gender, culture,sexuality, ethnicityGenograms and other maps of Systemic practiceWorking with couples and familiesPractice skill development

Course Objectives Learning Outcomes1.0 Develop knowledge of families and how theyoperate2.0 Develop knowledge of a person in contextDevelop knowledge of ethical issues incouple and family counselling1.11.22.12.2Demonstrate knowledge of families – theirstructure, development, purposes, valuesand beliefs.Demonstrate knowledge of the operations offamiliesDemonstrate knowledge of a person inrelationship including use of whakapapa andgenograms.Demonstrate knowledge of ethical issuesarising out of relational contexts – powerarrangements in counselling and family, withspecial emphasis on gender, culture andother key categories of analysis3.0 Develop knowledge of Structural FamilyTherapy and selected post-Modern/post-Structural approaches4.0 Develop beginning skills of counsellingindividuals, couples and families using aSystemic approach3.13.2Demonstrate knowledge of Structural FamilyTherapy.Demonstrate knowledge of selected post-Modern/post-Structural approaches to FamilyTherap4.1 Demonstrate beginning skills of counsellingmultiple clients (more than one person) usinga Systemic approachStudent Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeGenogram and Description 30% LO 1, 2Essay (2500 words) 40% LO 3, 4Counselling Demonstration 30% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Health Promotion – Whakapakari HauoraCourse Number:AS7305Level: 7Credits: 10Pre or Co requisites: NilHours:Face to face and flexible deliverySelf-directed:35 hours65 hours

Total:100 hoursAim:To provide students with the knowledge and skills to create health promotion initiatives for a range of keypublic health issues such as substance use and misuse, mental health, obesity.Topics:History of health promotion and changes in public healthOttawa Charter and other key health promotion charters e.g. Jakarta and Bangkok CharterTreaty of WaitangiTu HanzRole of public healthDefinitions, models and strategies in health promotionNational and Regional Health Promotion PolicyIndividual and community considerations in health promotionCourse Objectives1.0 Evaluate the effectiveness of current healthpromotion initiatives2.0 Apply key concepts and research skills todesign and develop a health promotioninitiative in area of interest1.11.22.12.22.3Learning OutcomesCritically examine current national, regional andinternational health promotion policies, strategiesand initiatives for ethnic and cultural groups in areaof interestAnalyse the effectiveness of current international,national and local health promotion strategies andinitiativesConduct literature reviewDevelop health promotion initiative for a specifichealth issue that is relevant to a large and diversepopulationDesign a toolkit to promote the health promotioninitiative (Poster or PowerPoint)Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topicContent weighting % Learning OutcomeWritten Report 50% LO 1, 2Presentation 50% LO 1, 2Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in each assessment.Course Title:Course Number:Research ProjectAS7308

Level: 7Credits: 10Pre or Co requisites: AS6205 (P)Hours:Face to Face Tuition:Self directed with tutorial support:Self-directed:Total:12hours23 hours65 hours100 hoursAim:To gain a deeper understanding of research methods, statistical methods and design a small researchproject.Topics: Project Formulation Hypothesis procedures and strategies developed Conducting literature search Measures applied Methodological procedures Applying measures Data gathering Report writing Ethical issuesCourse Objectives1.0 Demonstrate the ability to design aresearch study.2.0 Demonstrate the ability to set up aresearch study.1.11.21.31.41.52.12.22.3Learning OutcomesA research project formulated accurately.Hypothesis, procedures and strategies definedappropriately.Literature search on topic conducted accurately.The selection of an appropriate research methodexplained.Ethical issues competently addressed and discussed.Appropriate measures selected and described.Research protocol explained.Use of statistical methods explained.3.0 Write a report on the research design. 3.1 Written concise report skills demonstrated.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeResearch Project 100% LO 1, 2, 3

Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.Course Title:Course Number:Level: 7Credits: 10Pre or Co requisites:Te Kotahitanga Hauora MaoriAS7310NilHours:Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To develop innovative Maori health models to be utilised in a localised geographical region addressingMaori alcohol and drug use, misuse and addiction.Topics: Maori Health Issues Maori Health Models Te Wheke Te Whare Tapa Wha Putangitangi Powhiri Poutama Paiheretia Indigenous Tribal Characteristics The Dynamics of Maori Heath Demographics of Aotearoa Social influences of Alcohol and Drug use in selected regions Te Ao Hurihuri – The Maori Worldview Treaty of Waitangi: Historic and Contemporary contextsCourse Objectives1.0 Articulate knowledge of the issues andneeds of Maori health and identifyspecific issues arising from alcohol andother drug use, misuse and addiction.1.11.2Learning OutcomesMaori health issues of alcohol and other drug use,misuse clearly described.Indigenous and Western health literature resources foralcohol and drug analysed.

2.0 Review and interpret epidemiologicalMaori health statistics and applyinformed decisions based on Maorihealth statistics.2.12.2Maori health statistic resources interpreted and informeddecisions based on statistical information implemented.Relative health needs for people identified as Maoriunderstood.3.0 Identify etiological peculiarities andconditions of Alcohol and Drug use in aselected region.3.1 Identify strengths, weaknesses, opportunities and threatstoward the implementation of good helping models in aselected region.4.0 Articulate a model of Maori health andidentify Maori health principles andissues on delivery of health initiatives.4.14.24.3Model of Maori health articulated clearly.Key points of Maori health with regard to alcohol anddrug needs identified.Principles clearly outlined in innovative Maori healthdelivery model.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten/PresentationAssessment100% LO 1, 2, 3, 4Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.Course Title:Course Number:Level: 7Credits: 10Pre or Co requisites:Gambling and other impulse control disordersAS7316NilHours:Face to Face Tuition:Self-directed:Total:35 hours65 hours100 hoursAim:To provide students with an understanding of gambling and impulse control disorders, the knowledge tointervene, and to articulate the differences/similarities between impulse disorders and problematicsubstance use.

Topics: Gambling in New Zealand Gambling as an addiction Gambling as an impulse control disorder The psychology and sociology of gambling and other impulse control disorders Gambling (and other impulse control disorders) interventionsCourse Objectives1.0 Understand the impact of gambling inNew Zealand.2.0 Articulate an understanding ofgambling as an addiction.3.0 Articulate an understanding ofgambling as an impulse controldisorder.Learning Outcomes1.1 Demonstrate knowledge about gambling in NewZealand.2.1 Knowledge of gambling as an addiction is demonstrated.3.1 Demonstrate knowledge of gambling as an impulsecontrol disorder.4.0 Understand the psychological andsociological aspects of gambling andother impulse control disorders.4.14.2Demonstrate knowledge of gambling and other impulsecontrol disorders as a learned behaviour.Demonstrate knowledge of the social context togambling and other impulse control disorders.5.0 Key interventions for gambling andother impulse disorders analysed.5.1 Articulate and apply knowledge of the key interventions,including Motivational interviewing, Cognitive BehaviourTherapy, Relapse prevention, working with significantothers and pharmacotherapy.Student Resources:Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten Assignment 100% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade in the assessment.1.1 DIPLOMA IN HEALTH PSYCHOLOGYCourse Title:Health PsychologyCourse Number:DP5101Level: 5Credits: 20Pre or Co requisites: Nil

HoursTuition: 80Self-directed: 120Total: 200Aim(s):This course will introduce students to psychological processes that can determine a healthy lifestyle.Topics: Health Psychology. Health protective behaviours. Health and Disease. Physical and psychological models of stress. Introduction to the nervous system. Addictive behaviours.Learning Outcome 1:Explain the concept of health psychology. Patterns of disease and health, including Aotearoa/New Zealand Costs of health care including Aoteraroa/ New Zealand. Psychological aspects of personal health management.Learning Outcome 2:Discuss pain in terms of physiological and psychological determinants. Introduction to the nervous system. Measurement of pain. Management of pain.Learning Outcome 3:To have insight into theories of stress. Physical stress model. Psychological stress. Measurement of stress. Stress related disorder. Stress and chronic disease.Learning Outcome 4:Discuss determinants of looking after self, including cultural contexts of healthy lifestyles. Health protective behaviour theory. Seeking medical advice. Sticking to medical advice.

Learning Outcome 5:Outline aspects of health promoting behaviours, including cultural contexts for health-promotingbehaviours.Alcohol and drug use.Issues of smoking tobacco.Determinants of cardiovascular illness.Healthy nutrition.Exercise.Student Resources:Brannon, L. and Feist, J. (2004). Health psychology: An introduction to behaviour and health. (5th ed.).California: Wadsworth Publishing Co.Durie, M. (2001) Mauri ora: The dynamics of Māori health. Auckland:Oxford University Press.Assessment:Assessment items Learning Outcome WeightingWritten Assignment 1 LO 1, 2 50%Written Assignment 2 LO 1, 2 50%Reporting GradesGrades will be given in accordance with the Quality Management System Assessment Grades – Grade Key3.Successful Completion of CourseStudents must attempt both Written AssignmentsStudents must achieve a minimum 40% grade in each Written Assignment.Students must achieve a minimum 50% grade overall.Course Title:Course Number:Level: 5Credits: 20Pre or Co requisites:Perspectives on PersonalityDP5102NilHoursTuition: 80Self-directed: 120Total: 200Aims:This course provides an introduction to major contemporary issues in the study of personality and whatthese demonstrate about the nature of healthy personality development.

Topics: Key personality theories and constructs. Social and cultural contexts for personality development The measurement and empirical investigation of personality “Folk psychology” or popular conceptions of personality and their valueLearning Outcome 1:Explain the concept of “personality”. Personality in its historical context. Definitions of personality. Personality in a Maori context.Learning Outcome 2:Discuss the features and contrasts between the major theories of personality in western psychology. The psychoanalytical approach The type/trait approach. The learning and social-cognitive approach The humanistic approach.Learning Outcome 3:Demonstrate an introductory understanding of how personality is measured. Projective tests such as the Rorschach and TAT. Self-report tests based upon factor analysis, such as the 16PF and the NEO-PILearning Outcome 4:Discuss popular or “folk psychology” conceptions of personality. Popular conceptions of gender difference. Popular self-assessments of personality. Self-help and motivational literature which aims to transform personality..Learning Outcome 5:Outline how personality and the social context interact Personality and culture in New Zealand Stereotypes about personality and culture. Stability and change in the expression of personalityStudent Resources:Cloninger, S. (2004).Theories of Personality: Understanding persons (4 th ed.). Upper Saddle River, NJ:Prentice-Hall.Assessment:Assessment items Learning Outcome Weighting

Written Assignment 1 LO 1, 2 50%Written Assignment 2 LO 1-5 50%Reporting GradesGrades will be given in accordance with the Quality Management System Assessment Grades – Grade Key3.Successful Completion of CourseStudents must attempt all assessments and achieve a minimum of 40% in each assessment.Students must achieve a minimum 50% grade overall.Course Title:Psychology and Contemporary IssuesCourse Number:DP5103Level: 5Credits: 20Pre or Co requisites: NilHoursTuition: 80Self-directed: 120Total: 200Aim(s):This course explores the application of psychological knowledge and methods to a variety of practicalissues of everyday life.Topics: Fields of applied psychology – a historical perspective. Psychology applied to the workplace Politics and polls Community psychology Environmental psychology Sports psychology “Folk Psychology”Learning Outcome 1:Outline issues in workplace psychology. Personnel selection and recruitment and their relationship to job descriptions Work motivation and job satisfaction Career development Leadership. Workplace stress Power and trust in the workplace.

Learning Outcome 2:Discuss how psychological knowledge can be applied to political issues and the understanding ofcommunity dynamics.Leadership and politics.Attitude measurement.Issue-framing and political metaphor, with particular reference to Lakoff.Community psychology, with particular reference to Raeburn’s work in Aotearoa/ New Zealand andthe theoretical perspectives offered by Durie.Learning Outcome 3:Explain the manner in which environmental contexts affect attitudes towards healthy behaviours. Environmental psychology and the workplace. Status anxiety and the demands of a consumer society. Cultural environments and healthy behaviours.Learning Outcome 4:Discuss specialist areas of psychological application.Goal-setting and motivation in sports psychology.Critical analysis of popular “folk psychology” personality evaluations ( including theories about genderdifferences, motivational programmes and memory strategies.Student Resources:O’Driscoll, M., Taylor, P. & Kalliath, T. (2003). Organisational psychology in Australia and New Zealand.Melbourne, Vic: Oxford University Press.Assessment:Assessment items Learning Outcome WeightingWritten Assignment 1 LO 1 40%Written Assignment 2 LO 2, 3, 4 60%Reporting GradesGrades will be given in accordance with the Quality Management System Assessment Grades – Grade Key3.Successful Completion of CourseStudents must attempt all assessments and achieve a minimum of 40% in each assessment.Student must achieve a minimum 50% grade overall.Course Title:Grief ManagementCourse Number:DP5104Level: 5Credits: 20Pre or Co requisites: Nil

HoursTuition: 80Self-directed: 120Total: 200Aim(s):This course will explore ways in which a person may experience a positive outcome following loss andgrief.Topics: Current issues and themes concerning society with regards to death and dying. Recognising the needs of the dying individual. Specific types of loss. Aspects of grief management. Implications of grief for children and adolescents. Maori perspective on loss and grief. Practical issues of dealing with loss.Learning Outcome 1:Discuss themes and issues of death and dying, including a New Zealand perspective. Death and dying in a modern society and the historical context. Emotive areas of current debate. Legal issues when dealing with loss in New Zealand.Learning Outcome 2:Understand healthy applications of care for the dying individual. Specific issues concerning the dying. Approaches to the care of the dying. Principles of hospice care.Learning Outcome 3:Develop an appreciation of the complexity of grief with an emphasis on achieving healthy outcomes,including cultural aspectsTheories of grief.Manifestations of grief.Anticipated and complicated grieving.Maori attitudes towards grief.Children’s attitudes towards death and dying.Adolescents attitudes towards death and dying.Learning Outcome 4:Show an understanding of special types of loss and available services to assist with coping Loss of life in terms of offspring. Suicide.

Murder and War.The stigma of AIDS.Services dealing with death and dying.Student Resources:Corr, C.A., Nabe, C.M., & Corr, D.M. (2003.) Death and dying, life and living. (4th ed.) Belmont, CA:Wadsworth Thompson.Assessment:Assessment items Learning Outcome WeightingWritten Assignment 1 LO 1, 2, 3 50%Written Assignment 2 LO 4 50%Reporting GradesGrades will be given in accordance with the Quality Management System Assessment Grades – Grade Key3.Successful Completion of CourseStudents must complete all assessments and attain a 50% grade overall.Course Title:Human DevelopmentCourse Number:BC5105Level: 5Credits: 20Pre or Co requisites: NilHours:Tuition:Discussion ForumSelf-directed:Tests/ExaminationsTotal:24 hours (2 x 2 day workshops)53 hours (10 weeks x approx. 5 hours per week)120 hours3 hours200 hoursAim:To establish familiarity with developmental changes from conception to old age, through observation, andinterpretation of development theory.Topics:Stages of development – physical, cognitive, emotional; psychosocial role of cultural, family and socialinstitutions; life crises and transition behaviour; behavioural, social learning, and humanistic/experientialtheories. Nature/nurture debate of human development. Human development in the New Zealandcontext.Course Objectives1.0 Analyse, compare theories of humandevelopmental stagesLearning Outcomes1.1 Describe physical, psychosocial and cognitivestages of development

2 Explain and discuss observed humanbehaviour3 Analyse psychosocial factors in relation tohuman development1.2 Consider human development theoriesincluding those of Erikson, Piaget,Bronfenbrenner, Vygotsky, Bandura, Kohlberg,Marcia, Baumrind, Baltes, Bowlby &Ainsworth, Thomas & Chess, Costa & McCrae2.12.22.33.13.2Describe differences in human behaviouracross the life spanDiscuss changes in behaviour in relation tomajor developmental theories.Consider human behaviour in the context ofthe nature /nurture debate of HumanDevelopment.Describe and discuss the role of the family andother social institutes in relation to stages ofdevelopment in critical relationshipsDiscuss the effects of cultural influences in thecontext of multiple theories of humandevelopment.4 Analyse personal challenges in relation tohuman development5 Evaluate major models ofpsychological theory.4.1 Discuss the influence of stages ofdevelopment on handling life crises andtransition behaviour.5.1 Describe and critically evaluate the majorcontributions of psychosocial, behavioural,social learning, and humanistic/experientialtheories. (Refer to 1.2 above)Student Resources:Compulsory Text Book: Berk.Laura, E. (2010). Development through the Lifespan. (5 th ed.). Boston MA:Pearson AllynRecommended texts are listed in the course outline on Learn Zone.Assessment:Content/Topic Content weighting % Learning OutcomeParticipation in CourseCompass Website activities. 1%awarded for each 5 hours ofactivity within website.Essay (1500 words). Based onapplication of theory to casestudy or vignette10% LO 1, 2, 3, 4, 540% LO 1, 2, 3, 4, 5Examination 50% LO 1, 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must complete the essay and the examination.Students must achieve a minimum 50% grade overall.

Course Title:Course Number:Level: 5Credits: 20Pre or Co requisites:Healthy RelationshipsDP5106NilHoursTuition: 80Self-directed: 120Total: 200Aim(s):This course will introduce students to the concepts of those verbal and non -verbal interpersonal relatingand communication skills that are necessary for the development of healthy relationships.Topics: Theoretical models of the communication process. Perception of self and others. Cultural aspects of communication. Use of verbal and non verbal language. Listening skills. Emotions and intimate relationships. Positive communication climates. Conflict management.Learning Outcome 1:To understand principles of the communication process.. Why we communicate. Definitions and theories of communication.Learning Outcome 2:To discuss aspects of self understanding and how we perceive other people. Development of self concept. Management of identity. Influences upon perceptions of others including cultural contexts. Specific issues concerning the dying.Learning Outcome 3:To demonstrate an understanding of key characteristics of language and non verbal communication. The nature of language. Use and abuse of language. Types of non-verbal communication. Listening to messages.

Learning Outcome 4:Develop an understanding of emotions and the development of intimate relationships. Show anunderstanding of special types of loss and available services to assist with coping .Recognition of emotions.Influences and management of emotional expression.Disclosure in personal relationships.Learning Outcome 5:Determine aspects of the communication climate which can facilitate healthy relationships and minimiseconflict situations.Development of communication climates.Creating positive climates and transforming negative relationship atmosphere.Conflict management.Conflict styles and relational systems.Assessment Criteria:Indicated by bulleting as above.Student Resources:Adler, R., Rosenfield, L., & Proctor, R. (2004). Interplay: The process of interpersonalcommunication. ( 9th ed.) Oxford: Oxford University Press.De Vito, J. (2004). Messages: Building interpersonal communication skills (5th ed.).Boston: Allyn and Bacon.Assessment:Assessment items Learning Outcome WeightingWritten Assessment 1 LO 1, 2, 4 50%Written Assessment 2 LO 3, 5 50%Reporting GradesGrades will be given in accordance with the Quality Management System Assessment Grades – Grade Key3.Successful Completion of CourseStudents must attempt all assessments and achieve a minimum of 40% in each assessment and studentsmust achieve a minimum 50% grade overall.Course Title:Counselling TheoriesCourse Number:BC5110Level: 5Credits: 20Pre or Co requisites: Nil

Hours:Face to Face Tuition:Discussion Forums:Self-directed:Total:Aim:18 hours (3 x 1 day workshops)52 hours (10 weeks x approx 5 hours per week)130 hours200 hoursTo provide students with an introductory view of the emergence of counselling theory and practice intosociety today.Topics:History and evolution of counselling to present day; major schools in counselling; current trends andissuesCourse Objectives1.0 Articulate knowledge of the background andhistory of counselling until today.2.0 Articulate knowledge of the major schools ofcounselling and discuss in relation tocontemporary New Zealand culture.1.11.21.32.12.22.3Learning OutcomesExplain key concepts in the history ofcounselling from early times to the presentday.Explain clearly the concept of worldview andarticulate the differing philosophies orworldviews of the main schools ofcounselling.Discuss modern and post-modernapproaches.Articulate the differences and similaritiesbetween two major theoretical counsellingmodels.Discuss the relevance of the two chosenmodalities in contemporary New Zealandculture.Articulate counselling approaches through abi-cultural and multicultural lens.Student Resources:Compulsory Text: Corey, G. (2005). Theory and practice of counselling and psychotherapy (7 th ed.).Belmont, CA: Brookes/Cole - Thomson Learning.Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeParticipation in Website activities. 1% awardedfor each 5 hours of activity within website.10% LO 1, 2Written Assessment 1 20% LO 1Written Assessment 2 45% LO 2.1, 2.2Written Assessment 3 25% LO 2.3Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must complete all three written assessments.

Students must achieve a minimum 50% grade overall.Course Title:Course Number:Level: 5Credits: 10Pre or Co requisites: NilIntroduction to Individual and Social PsychologyBC5103Hours:Face to Face Tuition:Self-directed:Tests/ExaminationsTotal:33 hours65 hours2 hours100 hoursAim:To provide an introduction to individual and social psychological theory.Topics: History of psychology Research methods in psychology Theories of learning and memory Personality theories Social psychology Psychology and cultural perspectivesCourse Objectives1.0 Review the historical developmentpsychology and outline the researchapproaches used in psychology.1.11.2Learning OutcomesHistorical evolution of psychology is described.Research approaches are outlined, with an analysis oftheir relative advantages and disadvantages.2.0 Explain theories of learning andmemory.2.12.22.3Theories of learning and memory are described andcritiqued.Human applications of theories of learning and memoryare outlined.Potential distortions of memory are considered.3.0 Identify theories of personality. 3.1 Theories of personality, including psychodynamic,existential, behavioural, humanistic and social learningare compared.

4.0 Review theories and research on socialpsychology.5.0 Analyse cultural influences on researchand behaviour.mes and Variations. (8 th ed.). Belmont, CA: Thomson/ Wadsworth.Recommended texts are listed in the course outline on Learn Zone.4.14.24.34.44.55.15.2Theories of attitude formation and change are explained.Attribution theory is articulated.Interpersonal perception and the understanding ofresearch on close relationships are demonstrated.Social influence and group process theories areexplained.Stereotypes and prejudice are explainedCultural influences on the expression of emotions,personality formation, abnormal behaviour, matingpriorities and attributions are critiqued.Research on bicultural perspectives in Aotearoa/NewZealand is critically analysed.StudentResources:Weiten,W.(2009).Psychology:TheAssessment:Content/topic Content weighting % Learning OutcomeWritten assignment 50% LO 3Written examination 50% LO 1, 2, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.Successful Completion of CourseStudents must achieve a minimum 50% grade overall.Course Title:Psychological Theory and PracticeCourse Number:AS5110Level: 5Credits: 10Pre or Co requisites: NilHours:Face to Face Tuition:Self-directed:Tests/ExaminationsTotal:33 hours65 hours2 hours100 hoursAim:To introduce the student to psychological theories of human development. This course also covers theaffect of lifestyles on health, states of consciousness, abnormal behaviour and motivational theoriesTopics:Human development across the life span

Different states of consciousnessProcesses of motivation and emotion, their nature, biological and socio cultural determinantsDifferent life-styles and their consequences, physiological basis of stress, sources of stress and itseffects on the immune systemPsychological disorders and their treatmentCourse Objectives1.0 Discuss human development acrossthe life span.2.0 Review different states ofconsciousness.Learning Outcomes1.1 Stage theories of development are described.1.2 Social context of development is described.1.3 Attachment theory is explained.2.1 States of consciousness are recognised and explained.3.0 Processes of motivation and emotion,their nature, biological and socioculturaldeterminants are identified.3.13.2Main psychological theories of motivation and emotion are identifiedand explainedCross-cultural differences and similarities in emotional experienceare explored.4.0 Different lifestyles and theirconsequences are reviewed5.0 Describe selected psychologicaldisorders and their treatments.4.14.24.35.15.25.35.45.5The connection between lifestyle and stress is discussed. Majortypes of stress are identifiedEffects of stress – emotional, physiological and behavioural areidentified and explained, together with specific stress responses suchas burnout, posttraumatic stress disorder, and effects on physicalhealth.Myths and models of abnormal behaviour are outlined,including the medical model and the issue of thecriteria of abnormal behaviour.The principal classifications of disorders are outlined.Culture and notions of pathology are reviewed ,with particular reference to Aotearoa/ New Zealand.Treatment models are identified, such as insighttherapies, behaviour therapies, biomedical therapies.Current trends and issues in treatment are introducede.g. deinstitutionalization.Student Resources:Compulsory Text: Weiten, W. (2009). Psychology: Themes and variations. (8 th ed. ).BelmontCA:Wadsworth Thomson Learning.Recommended texts are listed in the course outline on Learn Zone.Assessment:Content/topic Content weighting % Learning OutcomeWritten Assignment 40% LO 1Exam 60% LO 2, 3, 4, 5Reporting GradesGrades will be given in accordance with the Business Policy Manual Assessment Grades – Grade Key 3.

Successful Completion of CourseStudents must achieve a minimum 50% grade overall.