Registry
Module Specifications
Archived Version 2017 - 2018
| |||||||||||||||||||||||||||||||||||||
Description This module aims to provide students with a theroetical framework for working as a guidance counsellor and to explore the role and function of the guidance counsellor in a variety of guidance settings. The module will consider a range of professional issues and practice pertaining to the functions of a guidance counsellor in various contexts. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Evaluate different career development theories and models in terms of: basic premises, assumptions and biases, strengths and limitations, application to multicultural context, research and support for models and how such theories help individuals develop preferences, achieve transitions and progress through their working lives. 2. Demonstrate understanding of the rationale for particular models of guidance, the context within which they develop and their value in maintaining and developing high quality guidance practice. 3. Establish their own vision for practice as a guidance counsellor based on the integration of theory and practice so as to develop the most appropriate interventions to help clients. 4. Prepare a flexible guidance counselling programme plan taking account of issues, trends, technologies and new applications in career counselling approaches which is specific to their work or intended work context and evaluate it's effectiveness. 5. Appraise the role of the guidance counsellor in working collaboratively with individuals and agencies to develop a life-long learning approach to guidance. | |||||||||||||||||||||||||||||||||||||
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 |
|||||||||||||||||||||||||||||||||||||
Indicative Content and
Learning Activities Syllabus Content• Perspectives on Career Guidance Theorists e.g. Super, Holland, Hansen. • Relevant Guidance Skills in Guidance and Career Development for adolescents and adults. • Issues & Practice for Guidance Counsellors in Third Level Settings • Issues & Practice for Guidance Counsellors in Private Practice • Career Patterns & Choices in the Changing World of Work • Guidance Planning and Development, Evaluation & Accountability – Towards Strategies for a Quality Guidance Service • Integrated Support Networks within the community & networking with other guidance professionals (Community Education Facilitators, Adult Education Organisers, School Chaplain, HSCL, NCGE, National Learning Network etc). • Career Coaching and Life Mentoring • Special Education Needs and the role of Career Guidance | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||
Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
Archives: |
|