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Unit of Study WEL92106 - Educational Support in Difficult Times (2017)

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Unit Snapshot

  • Unit typeo

    PG Coursework Unit

  • Credit points

    12

  • AQF level

    9

  • Level of learning

    Intermediate

  • Former School/College


Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 Recognise when and why young people might need emotional support.
2 Discuss the role of 'front-line' professionals in providing emotional support, including the relationship between their role and that of other professionals such as counsellors.
3 Demonstrate appropriate skills in responding to young people experiencing difficulties, crisis or distress.
4 Recognise which services young people may need to be referred to and how such referrals might be sensitively approached.
5 Describe a range of the theoretical frameworks and therapeutic models that underpin emotional support services for young people, including different counselling and therapeutic modalities.
6 Critically evaluate their own interpersonal skills when engaging with children and young people requiring emotional support.

On completion of this unit, students should be able to:

  1. Recognise when and why young people might need emotional support.
    • GA6:
  2. Discuss the role of 'front-line' professionals in providing emotional support, including the relationship between their role and that of other professionals such as counsellors.
    • GA3:
    • GA6:
  3. Demonstrate appropriate skills in responding to young people experiencing difficulties, crisis or distress.
    • GA2:
    • GA3:
  4. Recognise which services young people may need to be referred to and how such referrals might be sensitively approached.
    • GA3:
    • GA6:
  5. Describe a range of the theoretical frameworks and therapeutic models that underpin emotional support services for young people, including different counselling and therapeutic modalities.
    • GA3:
  6. Critically evaluate their own interpersonal skills when engaging with children and young people requiring emotional support.
    • GA2:
    • GA3:
    • GA6: