Unit name | Counselling Learners with Social, Emotional and Mental Health Needs |
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Unit code | EDUCM0061 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
Unit director | Dr. Bakopoulou |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit considers the impact of Social, Emotional and Mental Health needs for learners and provides the opportunity to critically evaluate established frameworks and practices that inform the use of counselling skills in Education contexts.
The unit will consider a selection of topics related to the education of learners experiencing Social, Emotional and Mental Health difficulties, chosen in consultation with students attending the unit. These topics could include: bullying; difficulties with learning; impact of assessment; behaviour and discipline; bereavement; coping with transition and major life changes; vulnerability arising from abuse or neglect; self-harm; anxiety and depression; eating disorders and substance abuse. The selected topics will be considered from the perspectives of the person seeking help and their families, teachers and other professionals.
The aims of this unit are to:
Upon successful completion of this unit students will demonstrate that they:
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including lectures, reading and discussions.
Formative assessment
Students will be required, working collaboratively in small groups, to make a presentation to the class about a selected issue/special educational need and its implications for learners with Social, Emotional and Mental Health needs. This will involve conceptualising the area of need, identifying barriers to learning and proposing an intervention that could be delivered by a skilled helper to provide support for the child or young person. The presentation will not be summatively assessed but will be discussed in class and formative feedback will be provided by unit tutors. This presentation and those of the other groups will inform the summative components of the assessment.
Students will be expected to take part in the activities planned for each session and to contribute fully to group discussions and tasks. In addition to feedback from colleagues, the unit tutor will offer constructive feedback during the presentations and classroom discussions. ILOs 1-3
Essay (100%): Students will be asked to submit a 4,000 word essay in which they critically reflect on the appropriateness of an intervention for supporting learners with a particular SEMH need using a case study account of a child or young person with this need. Students will need to demonstrate a critical ability to understand and apply relevant literature, to select an appropriate intervention for their population of interest, and to appreciate the challenges of implementation for professionals using counselling skills within educational contexts. ILOs 1-4
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0061).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.