UNIVERSITY OF KENT
Module Specification
1. Title of module
Helping Strategies (SO632)
2. School responsible for management of the module
Canterbury College, HE Social Sciences
3. Start date of Module
September 2008
4. Cohort of students (onwards) to which the module will be applicable 2008
5. Number of students expected to take the module
25
6. Modules to be withdrawn on the introduction of proposed module Replaces module of same name – code X1991N
7. Level of the module
I (FHEQ Level: 5)
8. Number of credits which module represents
15
9. Which term(s) module is to be taught in
Semester 1 & 2, Year 2
10. Prerequisite/co-requisite modules
Psychology and the Public Services
11. Programme of study to which the module contributes
HND Public Services
12. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
The student will be able to:
· Identify situations in which helping strategies would be appropriate, and critically evaluate the merits of each strategy (programme outcomes A1, B3, D1, D2)
· Investigate and discuss helping strategies and their effectiveness in a public service organisation (programme outcomes A1, B3, C1, D1, D2, D3)
· Investigate how an individual can manage self in stressful and difficult situations (programme outcomes B3, D1, D2, D3)
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
The student will be able to demonstrate:
· Problem solving and decision making skills (programme outcomes A1, B3, D1, D3, D4 and key skills 6)
· Critical thinking skills (programme outcomes A1, B3, C1, D1, D2, D3, D4 and key skills 5)
· Ability to learn through reflection on practice and experience (programme outcomes A1, B3, D1, D2 and key skills 4, 5)
· Ability to work and study independently and utilise resources effectively (programme outcomes D1, D3, D4 and key skills 5, 6)
· Communication and report writing skills (programme outcomes, D1, D3, D4 and key skills 1)
· Effective self-management skills (programme outcomes B3, D1, D2, D3, D4 and key skills 5, 6)
14. A synopsis of the curriculum
This module will enable you to evaluate therapeutic strategies available to clients of public service organisations, and practitioners within the public services. It provides a basis for evaluating client support and referral and also provides a management opportunity for encouraging staff welfare provision and professional development in counselling.
Topics will include
· examination of difference between guidance and counselling;
· a range of helping strategies;
· circumstances and making decisions about appropriate help;
· the counselling process in professional practice in the public services;
· professional strategies to deal with unco-operative or non-compliant behaviour;
· process of referral to other professional agencies;
· the process and effectiveness of professional supervision;
· stressful environments and situations;
· effects of stress including post-traumatic stress disorder;
· key features of anger management.
15. Indicative Reading List
Bond T, 2000, Standards and Ethics for Counselling in Action, 2nd edition, Sage,
ISBN 076196309X
Egan G, 2006, The Skilled Helper: A Problem-management and Opportunity
Development Approach to Helping, International edition, Thompson Learning,
ISBN 0495127957
Gay P, 1999, Freud: a Life for our Times, W.W. Norton and Company Ltd,
ISBN 0393318265
Feltham C and Horton I, 2006, Sage Handbook of Counselling and
Psychotherapy, 2nd edition, Sage Publication Ltd. ISBN 1412902754
Hough M, 2006, Counselling Skills and Theory, 2nd edition, Hodder Arnold,
ISBN 0340927011
Jacobs M, 2004, Psychodynamic Counselling in Action, 3rd edition, Sage, ISBN
1412902150
McLeod J, 2003, An Introduction to Counselling, 3rd edition, Open University
Press, ISBN 0335211895
Rogers C R, 2004, On Becoming a Person, Constable, ISBN 1845290577
Sanders P, 2002, First Steps in Counselling, 3rd edition, PCCS Books, ISBN
1898059519
Williams S and Cooper L, 2002, Managing Workplace Stress: A Best Practice
Blueprint (CBI Fast Track), John Wiley and Sons, ISBN 0470842873
Websites
International Stress Management Association: www.isma.org.uk
Profile of work-related stress issues: www.workstress.net
Provides information and practical tips on stress: www.teachhealth.com
Stress Management Education: www.unl.edu
Stress management techniques: www.mindtools.com
16. Learning and Teaching Methods, including nature and number of contact hours and total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Total 150 hours.
Contact 45 hrs = 3 hours of class contact time per week x 15 weeks: lectures and seminars, covering all learning outcomes. As appropriate to the material being covered, scenario-based case study material will be drawn upon, enabling learners to relate the formal principles and concepts acquired to real life situations, including their own experiences. Seminars will typically include discussions, presentations, problem solving and case studies. Students will be expected to contribute both as individuals and as part of a group.
Independent study = 7 hrs per week: including required reading, research and answering assignments.
17. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Written report (60% weighting) 2,000 words assessing learning outcomes 12 (a, b) and demonstrating achievement of learning outcomes 13
15 min presentation in pairs with analytical discussion (40% weighting) and supporting written documentation, assessing learning outcome 12 (c) and achievement of outcomes 13
18. Implications for learning resources, including staff, library, IT and space
There are adequate classrooms. Texts will be available in HE LRC in Rutland House. There is a dedicated IT room. The module will be taught by a member from the specialist unit (Social Sciences).
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
Students with disabilities, for example dyslexia, will be given extra time to complete class written tasks. They will also be supported throughout the period of study – scribe, tape recorders and laptop.
Rutland House has disabled access – lift up to the 4th floor and ramp at the rear of the building.
20. Associate College:
Canterbury College
21. University school (for cognate programmes) or Faculty (for non- cognate programmes) SSPSSR
Section 2: Module is part of a programme of study in a University School
N/A
Section 3: Module is part of a programme of study in an Associate College
22. Statement by the nominated Officer of the College: "I confirm that the College has approved the introduction of the module and will be responsible for its resourcing”
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Nominated Officer of the College Date
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Associate College