Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Description This module provides an introduction to students for the completion of a minimum 130 placement hours in a guidance counselling setting as part of programme requirements. The focus is on developing understanding, skills and dispositions to enable to students create a coherent and ethical framework approach to planning, practising and critical reflection during placement practice. The module will address the rationale and principles for planning, observing and practising during placement in a variety of settings and explore the import of placement practice guidelines as a structure designed to support students in the organsiation and activity of placement practice. The module will also prepare students for professional learning during placement through workshop engagement with current practising professionals in the field of guidance counselling. This module is integrated with other programme modules and facilitates students to explore and articulate linkages between, for example, integrated frameworks for Guidance, Guidance in the Digital world, the theory and practice of group processes and thus develop their own deepening understanding of what it is to be an emerging guidance practitioner. | |||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand and Experience the key interactions operational in a guidance counselling setting. 2. Identify appropriate and quality opportunities to gain experience in a guidance placement setting for the student's own personal and professional development as a becoming guidance counsellor. 3. Recognise the linkages and points of synergy between a variety of organisations and services providing guidance counselling across the lifespan 4. Demonstrate through placement experience the link between other programme modules and integrate one's learning personally and professionally in the practice of guidance counselling 5. Develop the skills of Communication and Networking with peers, colleagues, clients and other staff in guidance counselling settings which promotes dignity, respect and adherence to ethical frameworks of practice. | |||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Placement PracticePlacement Activities• Arranging one’s own placement and ensuring that this meets the programme guidelines for placement completion; • arranging a preparatory visit with their placement mentor to plan for the placement; • preparing a work placement programme in consultation with their mentor; • ensuring that any activity carried out while on placement is approved by the mentor and if necessary by the principal/manager/director of the centre; • be familiar with the specific ethical and professional codes and policies of one’s placement setting; • become personally and professionally involved in the process of becoming a guidance counsellor and develop a professional attitude toward guidance counselling advocacy through placement experience; • show evidence of professional enthusiasm, personal maturity and become adept at integrating theory and practice; • be flexible, be a team-player, take initiative and be willing to extend one’s comfort zone; • abide by the Institute of Guidance Counsellor’s (IGC) Code of Ethics and ensure the client’s confidentiality and legal rights are protected; • be open-minded toward constructive feedback, be interested in improving through the acceptance of suggestions, and honestly strive to incorporate these ideas. • keep an accurate and up to date scheme of work and signed by the mentor outlining the learning activities and the achievement of identified learning outcomes during the course of their placement experience; • arranging a regular meeting time with the mentor to provide opportunities for feedback, discussion and planning. | |||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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