96107 Advanced Communication and Counselling
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 96110 Genetic Counselling AND 96108 Research Project 1 AND 96099 Genetic Counselling Clinical Placement 2 AND 96109 Research Issues in Genetic Counselling
There are course requisites for this subject. See access conditions.
Description
Genetic counsellors work alongside individuals and families experiencing a range of responses to the inherited conditions present in their families. This subject provides students with counselling and communication theory and skill-based learning in areas including decision making, crisis intervention, grief and loss, working with families, and mental health assessment. Students continue their development as culturally safe practitioners. Case studies and role play are used to assist students to demonstrate skill development during this subject. Students are expected to apply theory to practice during reflective tasks. This subject forms part of the preparation for the clinical placements that occur during second year.
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 |
| 003. | Critique genetic counselling theories |
| 009. | Demonstrate the development of effective client-counsellor relationships |
| 012. | Elicit clients’ beliefs and values |
| 015. | Facilitate adaptive responses and coping with clients and their families |
| 017. | Assess the client’s mental health and capacity for decision-making |
| 040. | Reflect on the use of counselling skills to enhance practice and improve client outcomes |
| 074. | Assist clients and families to cope with complex emotions |
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)
- 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
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.
Professionally competent
Graduates of the Master of Genetic Counselling embody professional and ethical practice, and uphold knowledge and competency standards both locally and globally. They embrace opportunities for leadership and contribute to shaping the future development of the genetic counselling profession.
Teaching and learning strategies
Core learning: Core learning material, activities and readings are undertaken in Canvas prior to weekly live and online workshops. Students will be provided with learning activities each week, including readings, discussions, reflection questions, case studies and videos that prepare you for the live and online sessions. Please ensure Canvas 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 Canvas work and allow time to clarify and ask questions on content learning. Students will work collaboratively 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.
Block workshops: Students will attend a four-day 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, the academic staff will provide live 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 Canvas 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 genetic counselling and communication skills over the duration of the session. Opportunities for reflection include the weekly reflective practice supervision groups that are part of 96100 Genetic Counselling Clinical Placement 3.
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. Opportunities for verbal formative feedback on assessment tasks are available prior to the due date and summative feedback is provided following final submission.
Content (topics)
Module 1: Introduction (week 1 and 2)
- Facilitation of adaptive responses as an underpinning framework for genetic counselling
- Starting early - advanced communication and counselling skills practice
Module 2: Grief and loss (week 3 and 4)
- Theories
- Practical skills
- Resources
Module 3: Communication and counselling theories (week 5 and 6)
- Revising key theories introduced during year 1 and introducing new theories
Module 4: Responding to anger and conflict (week 7 and 8)
- Managing angry responses
- De-escalation
- Conflict management
Module 5: Skills, skills and more skills (week 9; block)
Module 6: Returning to resilience (week 10)
Module 7: Cultural safety (week 11)
Module 8: Screening, Assessment and Response (week 12 and 13)
- Crisis intervention
- Mental health assessment
- Family violence screening
Module 9: Summary (week 14)
- What have we learnt about facilitation of adaptive responses and coping?
Assessment
Assessment task 1: Models for Genetic Counselling
| Intent: | Genetic counsellors utilise a range of models that can be applied during the brief intervention of a genetic counselling consultation. Students will be introduced to several models and provided with opportunities to practice applying these. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 001, 002 and 003 This task is aligned with the following course learning outcomes: 1.1 and 5.2 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1000 words |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 2: Using counselling skills while providing explanations
| Intent: | Client-centred genetic counselling requires both the development of a therapeutic alliance and the ability to provide information tailored to the needs of the client. This assessment will give students the opportunity to demonstrate their use of core counselling skills while providing explanations of reproductive diagnostic and screening tests. This task will be completed at the same time as 96106 Assessment Task 2. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 009, 012 and 040 This task is aligned with the following course learning outcomes: 1.2, 2.1, 3.1 and 3.2 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | Part A: 10 minute recording Part B: Students will watch their recording and complete a structured reflection using template provided (maximum 300 words) |
| Criteria: | You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Assessment task 3: Telehealth Clinic with written reflection (Must pass)
| Intent: | This task provides students with the opportunity to prepare for a telehealth clinic and undertake the first 15 minutes of a telehealth consultation using Zoom. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 009, 012, 015, 017, 040 and 074 This task is aligned with the following course learning outcomes: 1.1, 1.2, 2.1, 3.1 and 5.2 |
| Type: | Demonstration |
| Groupwork: | Individual |
| Weight: | 50% |
| Length: | Part A: 15 minute recording Part B: 500 word reflection |
| Criteria: | This is a "must pass" assesment with a minimum 50% grade required on each of Part A and Part B. You will be assessed on:
Detailed assessment criteria will be provided in Canvas. |
Minimum requirements
In order to pass this Subject, students are required to attend a minimum of 85% of classes and submit all assessment tasks.
Additionally, there is a "must pass" assessment in this subject. Refer to assessment task for details.
Required texts
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Additional required readings will be provided via Canvas
References
Additional required readings will be provided via Canvas