Introduction From the first day in graduate school in psychology, psychotherapists and counselors 1 in training have been instructed to pay great attention to the "inherent power differential" in psychotherapy, to be aware of the "imbalance of power between therapists and clients", and they have been repeatedly told to "never abuse or exploit our vulnerable and dependent clients.
This subject explores aspects of counselling as a form of interpersonal communication and considers the role of self and culture, as well as important relational skills such as perception, listening and reflection.
Students learn about different modes of interpersonal communication including verbal, nonverbal, written and oral, as well as the barriers to effective communication and approaches for overcoming them. The subject also examines how different types of relationships family, work, personal, and social groups can be enhanced through effective communication.
An informed awareness of power and rank is discussed. The subject utilises a range of experiential learning strategies including skills modelling and case studies, and introduces students to the counselling interventions used for each of these models.
Such understanding is further developed in COU Applied Counselling 1, where students have the opportunity to observe and practise some of the therapeutic interventions used within these modalities.
This subject introduces students to the field of developmental psychology and explores what drives or motivates human behavior. It examines the key life stages of birth, early and later childhood, adolescence, young adulthood, mid-life, ageing and death, taking into account their social and cultural contexts.
Students are introduced to the work of scholarly work on the subject of human development. Drawing on a diversity of disciplines, topics include theories of attachment, cognitive and social development and the role of families and communities in supporting healthy development.
In this subject, students are introduced to the core skills for counselling and change work, with specific reference to working with adults. The subject provides students with an opportunity to develop their counselling skills in an interactive and supportive learning environment with feedback from others, and to begin considering their preferred counselling style.
The interrelationships between counselling theories and models and skills are explored. This subject also focuses on the research into counselling outcomes and effective change processes. In this subject, students are introduced to the interdisciplinary practice of social analysis and its role in understanding the various human elements and social institutions that constitute our communities and societies.
It covers a variety of important social theories through which to understand human practices, identities and social structures.
In particular, students learn how cultural, historical, economic and political factors shape the human experience.
Students develop social analysis skills to critically examine how human and social elements shape our views about equality, justice and fairness. The subject encourages students to assess the relevance of these elements to our social and professional relations. In this subject students examine the nature and practice of social policy development through a study of key public policy areas such as education, health, welfare, the family, crime and law and order policy, drug and alcohol policy and employment policy.
The focus of policy discussions is primarily within the context of Australian social, economic and political systems.
Students examine the theoretical underpinnings of policy development, the role of politics and lobby groups in influencing social policy, the policy process, and how policy decisions are monitored and evaluated. This subject introduces students to the structure, purpose and nature of the Australian health care system and community services.
It explores the many contexts, settings and roles within this area of work, including the policies, theories and practices applicable to this field. Students learn about the important role and function of occupations in community services, and the practices involved such as advocacy, lobbying, networking, and support and service coordination.
Students develop an understanding of the variety of community sector organizations that operate in Australia, sources of funding provided by local, state and federal governments, and the challenges, barriers and opportunities for accessing and providing the relevant but scarce resources to those in need.
Attention will also be given to community development and programs through examples such as public housing, Indigenous community development, community consultation and public fora.
This subject provides the context for understanding health and well-being in Australia. It begins by exploring the critical perspectives associated with defining health and well-being, and what impacts these definitions have on various sections of the community, especially those considered most marginal.
Health policies, perceptions and promotional activities are analysed as to their impact on health equity and access to services and resources for various sections of the population.
The health of individuals, community and society is also discussed in terms of the workplace, the environment and the proximity to service centres such as cities and towns.
Students learn about current debates and the impact of service-users, consumer advocates and worker responses. International policies and research will inform many of the discussions. This subject is designed for students to gain basic understanding of mental health.
It includes definitions of mental health, mental health theories, risk factors and disorders. Myths and stigma surrounding mental health are critically examined, with special focus on how social and cultural perceptions shape both the experience of mental illness and service provision.
The subject includes definitions and classification systems in mental health. This subject builds on the knowledge and skills developed in Applied Counselling 1. It helps students develop a greater understanding of the various therapeutic approaches that draw on psychodynamic theories, person-centred therapy, cognitive behavioural therapy, family therapy, feminist therapy, solution-focused therapy and narrative therapy.
The subject also examines the influence of the counsellor on the counselling process, and counselling practice with children, adolescents and families, drawing on the developmental knowledge acquired in the subject Human Development Across the Lifespan.Abstract: This paper will discuss the eight stages of development.
these eight stages include trust vs untrust, autonomy versus shame and doubt, initiative versus guilt, industry versus inferiority, identity versus role confusion, intimacy versus isolation, generativity versus stagnation and . Psychological projection is a theory in psychology in which the human ego defends itself against unconscious impulses or qualities (both positive and negative) by denying their existence in themselves while attributing them to others.
For example, a person who is habitually rude may constantly accuse other people of being rude. It incorporates blame shifting. Every twenty years, pharmaceutical companies have an incentive to suddenly declare that all their old antidepressants were awful and you should never use them, but whatever new antidepressant they managed to dredge up is super awesome and you should use it all the time.
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I’ve had eclectic learning experiences that incorporated university classes taken in different countries and the USA. Ideation is all about coming up with the big idea. The key challenge, however, is knowing what constitutes a big idea. When looking at idea generation through a jobs-to-be-done lens, we see that a big idea is one that helps a large number of customers (job executors) get a job done significantly better at a price they are willing to pay.
The goal of the ideation process, then, should not be. Suicidal ideation is a medical term for thoughts about or an unusual preoccupation with suicide. The range of suicidal ideation varies greatly from fleeting to detailed planning, role playing, and unsuccessful attempts, which may be deliberately constructed to fail or be discovered, or may be fully.