HC3HS7: Guidance theory & Practice: one-to-one work

Module Provider:

School of Health and Social Care

Number of credits:

20 [10 ECTS credits]

Level:

H (Honours)

Terms in which taught:

Autumn, Spring and Summer

Module Convenor:

Mr PAT Mignot

Pre-requisites:

HC2HS2 HC2HS3 HC2HS5

Co-requisites:

HC3HS8 HC3HS9 HC3HS3 HC3HS1

Modules excluded:

Current from:

2005/6

Aims:
The aim of this module is to enable students to understand and apply theories, models, and methods of practice related to one-to-one guidance work. As a result, students will develop the strategic, tactical and technical skills that are necessary for effective one-to-one guidance work with clients.

Assessable learning outcomes:
1. develop an understanding of a range of theoretical frameworks and models of intervention that are applied to guidance work
2. develop an understanding of the relationship between careers education and guidance practice
3. develop and apply strategic, tactical and technical skills in order to explore, identify and respond to client needs in the context of one-to-one work
4. develop a detailed knowledge of the labour market and apply this in the context of one-to-one work
5. make appropriate use of client case notes and record the outcomes of the guidance process in order to meet both organisational and individual client needs
6. identify a range of factors which may affect clients and describe mechanisms which exist to support them
7. work with significant others, including parents and caresr to support clients
8. work within an explicit ethical framework and demonstrate anti-oppressive practice with clients in the context of one-to-one work
9. develop and apply self-assessment skills in terms of monitoring their own and others' practice in the context of one-to-one work

Additional outcomes:

Outline content:
Term One:
an introduction to guidance theories, models and methods of practice; theoretical perspectives on equity and equality; the development of anti-oppressive practice (to include perspectives on 'gender', 'race & ethnicity' and 'social class'); the development of foundation skills in one-to-one interactions (underpinned by Rogerian theoretical and ethical perspectives), the focus and emphasis being: "exploring client needs".
Term Two:
an analysis of both guidance and career development theories in terms of how these contribute to making an assessment of client needs (to include both cognitive/behavioural and constructivist perspectives); an introduction to psychometrics and skills assessment; the continuing development of anti-oppressive practice (to include perspectives on 'ability' and 'disability'); the development of intermediate skills in one-to-one interactions, the focus and emphasis being: "identifying client needs"
Term Three:
an analysis of guidance and career development theory in terms of how these might contribute to the resolution of client needs; working with parents and carers; the continuing development of anti-oppressive practice (to include perspectives on 'self-development' and 'advocacy'); the development of advanced skills in one-to-one interactions, the focus and emphasis being: "responding to client needs".

Brief description of teaching and learning methods:
Lectures, small group work, individual research and study, observation and participation on placements, role play, case studies and case work, analysis of video and audiotaped exemplars.

Contact hours:

Assessment:
Coursework
End of term One: 1500 word project
End of term Two: 3 guidance interviews (audio/videotaped)
End of term 3: 3 guidance interviews (audio/videotaped)
Relative percentage of coursework: 100%
Examinations
None
Requirements for a pass
40%
Reassessment arrangements
Students who fail a piece of assessed work will have the opportunity to resubmit on one further occasion.