Details
Source: https://study.auckland.ac.nz/ords/r/uoa/catalogue/course?p6_code=PROFCOUN%20707 Parent: https://www.auckland.ac.nz/en/study/study-options/find-a-study-option/master-of-disaster-management-mdismgt.html
Content
Course Tabs
- Overview
- Teaching and Learning
- Assessment and Learning Outcomes
- Student Feedback, Support and Charter
Overview
Course Prescription
An advanced examination of the specialist counselling skills and knowledge required to work effectively with clients from a wide range of contexts and experiences. Topics may include working with sexual abuse, family violence, trauma, anxiety, depression, self-harm, suicidality, and loss and grief. The course will focus on the integration of theory, research and practice, and the development of working models to facilitate effective counselling.
Course Overview
The course focuses on developing a foundational understanding of working with clients who have experienced trauma. Specific focus will be around trauma associated with sexual abuse interpersonal violence and complicated grief.\
Main Programme
MCouns - Master of Counselling
Workload Expectations
This course is a 15 point block course delivered across one semester and will include two assessments.
On average, students are expected to spend 150 hours in each 15 point course that they are enrolled in. For this course you should expect to commit to four full days of direct contact via on-campus lectures.
You can also reasonably expect to commit up to 100 hours to independent learning . This may include reading (and more reading), note-taking, face-to-face and/or discussion, writing, engaging in collaborative group work, problem solving, undertaking practical tasks, reflecting on learning, accessing learning and study resources, and assignment, preparation and completion. There are no examinations for this course.\
Locations and Semesters Offered
| Location | Semester |
|---|---|
| City | Semester One |
Teaching and Learning
Campus Experience
Attendance is expected at scheduled activities to complete components of the course.\ The activities for the course are scheduled as a block delivery.
Learning Resources
Taught courses use a learning and collaboration tool called Canvas to provide students with learning materials including reading lists and lecture recordings (where available). Please remember that the recording of any class on a personal device requires the permission of the instructor.
Additional Information on Learning Resources
The required text for this course is:Herman, J. (2015). Trauma and recovery: The aftermath of violence - from domestic abuse to political terror. Basic Books.Other resources will be available through the course reading lists.
Copyright
The content and delivery of content in this course are protected by copyright. Material belonging to others may have been used in this course and copied by and solely for the educational purposes of the University under license.
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You may copy the course content for the purposes of private study or research, but you may not upload onto any third-party site, make a further copy or sell, alter or further reproduce or distribute any part of the course content to another person.
Learning Continuity
In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.
Academic Integrity
The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.
Similarly, research students must meet the University’s expectations of good research practice. This requires:
- Honesty - in all aspects of research work
- Accountability - in the conduct of research
- Professional courtesy and fairness – in working with others
- Good stewardship – on behalf of others
- Transparency – of research process and presentation of results
- Clarity - communication to be understandable, explainable and accessible
For more information on the University’s expectations of academic integrity, please see the Academic Conduct section of the University policy hub.
Disclaimer
Elements of this outline may be subject to change. The latest information about taught courses is made available to enrolled students in Canvas.
Students may be asked to submit assessments digitally. The University reserves the right to conduct scheduled tests and examinations online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.
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Assessment and Learning Outcomes
Course Learning Outcomes
| CLO # | Outcome | Programme Capability Link |
|---|---|---|
| 1 | Demonstrate an understanding of the principles and theoretical foundations of counselling skills and knowledge relevant to clients experiencing trauma related issues and/or complicated grief. | MCouns - Master of Counselling - Programme Capabilities Able to demonstrate an understanding of the impact of the particular history and context of Aotearoa and Te Moananui-ā-Kiwi on the development of counselling in this place. Able to demonstrate understanding and practice of counselling that are consistent with Te Tiriti o Waitangi and bicultural mandates of NZAC. Able to recognise the interdependency of people and their environments. Able to develop advanced knowledge of theories and models relevant to counselling and to demonstrate them in practice. These include, but are not limited to: theories of human development, cultural concepts, indigenous theory, personality, mental un-wellness, psychological distress, process of change, and therapeutic models. Able to develop advanced skills required to engage in integrative counselling practice at individual, family/whānau, groups, communities and organisational levels. Able to engage creatively and critically with the relevance and use of evidence in counselling practice, including research from kaupapa Māori, social science, education, and related fields. Able to identify and respond therapeutically to a range of presenting issues/problem areas and engage in contracting, collaborative goal setting and negotiation, and the evaluation of client processes and outcomes. Able to demonstrate an advanced level of written and oral communications skills, using a range of technologies. Able to engage in critical self-examination and build self- awareness in the process of engaging in therapeutic relationships and supervision Able to develop the skills to practise within legal and ethical boundaries of the counselling profession, including practical demonstration of awareness and understanding of the New Zealand Association of Counsellors Code of Ethics. |
| 2 | Demonstrate an understanding of the contexts in which trauma may occur, with particular reference to Aotearoa New Zealand. | MCouns - Master of Counselling - Programme Capabilities Able to demonstrate an understanding of the impact of the particular history and context of Aotearoa and Te Moananui-ā-Kiwi on the development of counselling in this place. Able to recognise the interdependency of people and their environments. Able to demonstrate understanding of kaitiakitanga and the importance of the contribution of the counselling profession in the conservation of people, place and the environment. Able to develop advanced skills required to engage in integrative counselling practice at individual, family/whānau, groups, communities and organisational levels. Able to articulate an understanding of multiple world views in the construction of knowledge and the social construction of problem definition in counselling practice. Able to identify and respond therapeutically to a range of presenting issues/problem areas and engage in contracting, collaborative goal setting and negotiation, and the evaluation of client processes and outcomes. Able to demonstrate an advanced level of written and oral communications skills, using a range of technologies. Able to demonstrate advanced skills to build whanaungatanga and sustain relationships with service users, colleagues, and people in other agencies. Able to demonstrate strategies for resilience and self-care and demonstrate proactive use of supervision/ Puawananga Kaitiakitanga in practice. |
| 3 | Develop and demonstrate a range of theoretical and skills based literature, which is relevant to counselling a variety of clients who have experienced trauma. Demonstrate this understanding in writing. | MCouns - Master of Counselling - Programme Capabilities Able to demonstrate an understanding of the impact of the particular history and context of Aotearoa and Te Moananui-ā-Kiwi on the development of counselling in this place. Able to demonstrate understanding and practice of counselling that are consistent with Te Tiriti o Waitangi and bicultural mandates of NZAC. Able to recognise the interdependency of people and their environments. Able to develop advanced knowledge of theories and models relevant to counselling and to demonstrate them in practice. These include, but are not limited to: theories of human development, cultural concepts, indigenous theory, personality, mental un-wellness, psychological distress, process of change, and therapeutic models. Able to develop advanced skills required to engage in integrative counselling practice at individual, family/whānau, groups, communities and organisational levels. Able to demonstrate critical understandings of social, cultural, political, economic, and legislative contexts, and the nature of power and consider these within the context of therapeutic relationships. Able to engage creatively and critically with the relevance and use of evidence in counselling practice, including research from kaupapa Māori, social science, education, and related fields. Able to identify and respond therapeutically to a range of presenting issues/problem areas and engage in contracting, collaborative goal setting and negotiation, and the evaluation of client processes and outcomes. Able to demonstrate an advanced level of written and oral communications skills, using a range of technologies. Able to engage in critical self-examination and build self- awareness in the process of engaging in therapeutic relationships and supervision Able to develop the skills to practise within legal and ethical boundaries of the counselling profession, including practical demonstration of awareness and understanding of the New Zealand Association of Counsellors Code of Ethics. |
| 4 | Demonstrate a developing competence in applying selected specialist skills and understandings required for facilitating the counselling process with persons who have experienced trauma or complicated grief. Demonstrate in writing an appropriate application of those skills, with reference to a case scenario. | MCouns - Master of Counselling - Programme Capabilities Able to demonstrate an understanding of the impact of the particular history and context of Aotearoa and Te Moananui-ā-Kiwi on the development of counselling in this place. Able to demonstrate understanding and practice of counselling that are consistent with Te Tiriti o Waitangi and bicultural mandates of NZAC. Able to demonstrate understanding of kaitiakitanga and the importance of the contribution of the counselling profession in the conservation of people, place and the environment. Able to develop advanced knowledge of theories and models relevant to counselling and to demonstrate them in practice. These include, but are not limited to: theories of human development, cultural concepts, indigenous theory, personality, mental un-wellness, psychological distress, process of change, and therapeutic models. Able to develop advanced skills required to engage in integrative counselling practice at individual, family/whānau, groups, communities and organisational levels. Able to engage creatively and critically with the relevance and use of evidence in counselling practice, including research from kaupapa Māori, social science, education, and related fields. Able to identify and respond therapeutically to a range of presenting issues/problem areas and engage in contracting, collaborative goal setting and negotiation, and the evaluation of client processes and outcomes. Able to demonstrate an advanced level of written and oral communications skills, using a range of technologies. Able to engage in critical self-examination and build self- awareness in the process of engaging in therapeutic relationships and supervision Able to recognise the importance of ongoing training and continuing professional development in practice, and in the development of specialist areas of practice. |
Assessments
| Assessment Type | Assessment Percentage | Assessment Classification |
|---|---|---|
| Assignments | 40 | Individual Coursework |
| Case Studies | 60 | Individual Coursework |
Additional Information on Assessment
To pass this course students must submit all assessments and achieve at least 50% for the overall course.
Assessment to CLO Mapping
| Assessment Type | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Assignments | ||||
| Case Studies |
Student Feedback, Support and Charter
Student Feedback
Feedback on taught courses is gathered from students at the end of each semester through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions. Your feedback helps teachers to improve the course and its delivery for future students. In addition, class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.
Additional Information on Student Feedback
The course has been reviewed in conjunction with recent feedback.\
Class representatives
Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.
Tuākana
Tuākana is a multi-faceted programme for Māori and Pacific students providing topic specific tutorials, one-on-one sessions, test and exam preparation and more. Explore your options at Tuakana Learning Communities.
Inclusive Learning
All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.
Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website.
Wellbeing
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - please see the Support Services page for information on support services in the University and the wider community.
Special Circumstances
If your ability to complete assessed work is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due. If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page. This should be done as soon as possible and no later than seven days after the affected test or exam date.
Student Charter and Responsibilities
The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter.
Student Academic Complaints and Disputes
Students with concerns about teaching including how a course is delivered, the resources provided, or supervision arrangements, have the right to express their concerns and seek resolution. The university encourages informal resolution where possible, as this is quicker and less stressful. For information on the informal and formal complaints processes, please refer to the Student Academic Complaints Statute in the Student Policies and Guidelines section of the Policy Hub.
Course - V8
PROFCOUN 707 - Specialist Counselling Skills and Approaches - V2.7 - Effective From: Summer Semester 2025 (Published: 2026-03-23)