96104 Communication and Counselling
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96105c Clinical and Community Placement 1 AND 96103c Medical Genetics and Genomics in Practice AND 96102c Research Methods in Genetic Counselling
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
Counselling and communication theory and skills form the foundation for the many types of work that genetic counsellors engage in. During this subject, students engage in core counselling and communication skill training in a supported environment. Counselling and communication theories that underpin genetic counselling practice are introduced. Cultural safety is integral to client centred-genetic counselling practice. Students are introduced to ways of knowing, being and doing among Indigenous Australians, New Zealand Maori, Pacific Islanders and other groups to assist with development of inclusive, collaborative, consultative practice.
Reflective practice is a core competency for genetic counsellors. Much of the learning for this subject involves role play. Students are encouraged to reflect on their use and development of counselling and communication skills during the learning activities and assessment tasks to support the early development of professional self-awareness.
This subject is a foundation subject in the Master of Genetic Counselling (C04374).
Subject learning objectives (SLOs)
| 001. | Critique the major psychological and psychotherapeutic counselling theories relevant to genetic counselling |
|---|---|
| 002. | Apply relevant psychological and psychotherapeutic theories to genetic counselling practice |
| 006. | Use basic counselling skills including active listening, attending, reflecting, clarifying and summarising |
| 007. | Demonstrate empathic listening skills |
| 008. | Establish rapport with clients and families |
| 024. | Communicate effectively with clients, their families and other health professionals |
| 039. | Explain the role of reflective practice in genetic counselling |
| 040. | Reflect on the use of counselling skills to enhance practice and improve client outcomes |
| 045. | Apply knowledge of historical and contemporary Indigenous experience to genetic counselling practice |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Apply evidence-based genetic and genomic health care to practice across a variety of settings and roles. (1.1)
- Apply professional self-awareness through self-reflection to enhance their practice in genetic and genomic counselling to improve client outcomes. (1.2)
- Demonstrate a critical awareness of cultural and societal diversity and disparity in health care into genetic counselling practice. (2.1)
- Critically reflect on ethical Indigenous research including relationship building, communication, client-centred and reflective practice to work with and for Indigenous Australians across the genetic counselling profession. (2.2)
- Demonstrate appropriate and effective relationships with people from diverse communities. (3.1)
- Establish, develop, and maintain appropriate and effective relationships with clients, within a multidisciplinary team, and as part of the wider health and social care network. (3.2)
- Demonstrate the core tenets of the genetic counselling profession, including professional and ethical behaviour and responding positively to changes in genetic and genomic healthcare. (5.2)
Contribution to the development of graduate attributes
This is a foundation subject in the Master of Genetic Counselling, providing students with grounding in the theories and models that underpin genetic counselling practice. Students are encouraged to develop and enhance their counselling and communication skills in order to become empathic, person-centred practitioners who work with and embrace diversity.
The subject contributes to the following graduate attributes:
Practice ready:
Graduates of the Master of Genetic Counselling are knowledgeable and literate healthcare practitioners, with well-developed workplace communication skills. They are skilled in providing evidence-based care to clients and their families in a variety of settings as autonomous and collaborative practitioners.
Culturally competent:
Graduates of the Master of Genetic Counselling are self-reflective, culturally competent professionals who embrace cultural diversity. They work alongside Indigenous Australians, New Zealand Maori, Pacifica and other culturally and societally diverse groups to build equitable access to genetic and genomic healthcare.
Person-centred:
Graduates of the Master of Genetic Counselling are empathic, person-centred practitioners who form and value partnerships with individuals, families and communities. They facilitate understanding and adaptation to information provided by genetic and genomic technology for individuals and families
Teaching and learning strategies
Preparation for Learning: Pre-work is undertaken on Canvas prior to weekly live and online workshops. Students will be provided with preparation activities each week, including readings, discussions, reflection questions, case studies and videos that prepare them for the live and online sessions. Please ensure that prep work is carried out prior to the live and online session so that you have spent time accessing and making sense of ideas. Attending the live and online workshops will allow you to test these ideas and get feedback from the academic staff and peers which will further consolidate your learning.
Live and online workshops: Weekly live and online workshops provide students with opportunities to participate in discussion, role play and problem-based learning activities. The activities in the weekly workshops build on the pre-work and allow time to clarify and ask questions on content learning. Students will work in pairs, small groups and as a class during the workshops. Group discussions will often involve case-based learning activities. Students will participate in role-play and learning activities to assist with the development of counselling skills in preparation for clinical placement. Feedback will be provided by the teacher and by peers, using feedback models that will be provided.
Block workshops: Students will attend a block, during which they will participate in workshops that will include discussion, role play, simulation, problem-based learning activities, and practice of core counselling skills for genetic counsellors. When core counselling skills are practised, academic staff will provide guidance on how feedback should be provided, so that students receive immediate constructive feedback from peers and from the academic staff.
Research Integrated Learning: Taking an evidence-based approach to work with clients is an essential skill. Current research is integrated into the content provided in pre-work and workshops. Students are encouraged to read, discuss and utilise current research in counselling and communication in the context of providing evidence-based genetic counselling care.
Reflective Learning: Students are encouraged to critically reflect on their learning and their skill development throughout the subject, to identify areas where they may improve their performance, and to assist in the development of lifelong learning. Reflective learning will be encouraged through specific activities including assessment tasks in which students will reflect on the development of core counselling and communication skills over the duration of the session. Opportunities for reflection include the weekly reflective practice supervision groups that are part of 96105 Clinical and Community Placement 1.
Ongoing feedback: Verbal feedback will be provided throughout the subject during block and live and online workshops. There will be weekly opportunities to discuss ideas and experiences and receive feedback during the live and online workshops and students will receive feedback on assessment tasks to assist with the development of counselling skills. Opportunities for verbal formative feedback on assessment tasks are available prior to the due date and summative feedback is provided following final submission.
OPELA (online language screening task)
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students). If you receive a basic grade for OPELA, the subject coordinator will work with you to develop an individual plan to support you to develop your language and communication skills.
Content (topics)
Module 1 Counselling Skills (Professional skills week and week 1):
- Counselling and communication skills training
- Introduction to reflective practice
- Feedback models
- Simulation workshop
Module 2 Counselling and communication (week 2):
- What is counselling?
- What is communication?
Module 3 Human Development (week 3-4)
Module 4 Critiquing Counselling and Communication Theories (weeks 5-9):
- Person centred practice and Rogerian theory
- Family systems theory
- Perceived personal control
- Fuzzy trace theory
- Theories of behaviour change.
Module 5 Introduction to cross cultural counselling (weeks 10 and 11)
Module 6 Introduction to Genetic Counselling Models and Theories (weeks 12 and 13)
- The reciprocal engagement model
- Kessler’s Model of Teaching and Counselling
Module 7 Wrap up (week 14)
Assessment
Assessment task 1: Counselling skills demonstration task 1
| Intent: | This assessment task gives students the opportunity to demonstrate early development of core counselling skills. The feedback from video assessment tasks 1 and 2 will contribute to the weekly reflective assessment tasks (see assessment task 2). |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 006, 007 and 008 This task is aligned with the following course learning outcomes: 1.2, 2.1 and 3.1 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 5% |
| Length: | 3 minute role play |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 2: Participation in fortnightly activities
| Intent: | Regular practice and reflection is essential to the development of counselling and communication skills. Participation in activities designed to facilitate the development of counselling and communication skills and reflective practice is expected throughout the duration of the Master of Genetic Counselling. These assessment tasks give students the opportunity to participate in activities designed to develop core skills. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 006, 007, 008, 024, 039, 040 and 045 This task is aligned with the following course learning outcomes: 1.2, 2.1, 2.2, 3.1 and 3.2 |
| Type: | Portfolio |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Video recordings of 2-5 minutes; written tasks of up to 500 words |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 3: Counselling skills demonstration task 2
| Intent: | Genetic counsellors frequently work with clients on the telephone and using telehealth. This assessment task gives students the opportunity to demonstrate continuing development of core counselling skills including development of rapport, active listening, attending, and reflecting through a recorded role play using Zoom video recording. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 006, 007 and 008 This task is aligned with the following course learning outcomes: 1.2, 2.1 and 3.1 |
| Type: | Demonstration |
| Groupwork: | Group, individually assessed |
| Weight: | 10% |
| Length: | 5 minute recording |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas |
Assessment task 4: Response to a case scenario (must pass)
| Intent: | Genetic counselling draws on a range of counselling and communication theories and models. This assessment task gives students the opportunity to describe a major psychological or psychotherapeutic theory or model and apply it to a case example. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 001 and 002 This task is aligned with the following course learning outcomes: 1.1 and 5.2 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 35% |
| Length: | 2000 words |
| Criteria: | There is a minimum 50% grade required for this assessment. You will be assessed on:
Detailed assessment criteria will be provided in class and on Canvas. Students may be required to defend their work in an oral interview. This assessment will be assessed for English language proficiency. You will be directed to further language support after the completion of this subject if your language is below the required standard. |
Minimum requirements
In order to pass this Subject, a minimum grade of 50% must be achieved and students must submit all assessment tasks. The final assessment task is a ‘must-pass’ assessment in which a minimum grade of 50% must be achieved.
Students are required to attend a minimum of 85% of classes
It is a requirement of this subject that all students complete OPELA. Students who received a Basic grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas