Last modified: 24 Nov 2023 16:46
This course is designed to extend knowledge and understanding of supportive relationships in schools and educational settings. Participants will develop a critical understanding of the theoretical concepts and principles underpinning approaches to counselling and mentoring; reflect critically on and enhance their own attitudinal qualities and interpersonal communication skills; contribute to enhancing the quality of support provisions within their learning community and learn about different support roles in schools and educational environments.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Session | First Sub Session | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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This course is designed to extend knowledge and understanding and enhance practice for effective, supportive communication in schools and educational settings. Students will be able to reflect critically on their own attitudinal qualities, and interpersonal and communication skills when in their role as a teacher-counsellor, mentor and mentee; enhance their knowledge of the different support roles which exist in schools; contribute to enhancing the quality of support provided within their learning community through undertaking counselling, coaching and mentoring related activities and reflect on the impact of their role on the self and others.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 23 | |
| Feedback | Word Count | 6000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Be able to articulate a personal, independent, and critical stance in relation to contrasting perspectives on educational issues |
| Factual | Understand | To develop an understanding of different support roles in schools, and the networks of communication which exist between colleagues, parents, and carers |
| Procedural | Apply | To develop communication skills for enhancing health and well-being in a school/educational institute |
| Reflection | Evaluate | To critically reflect on your professional communication skills and create development targets |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 11 | Feedback Weeks | 14 | |
| Feedback |
Feedback will contain strengths and next steps (to inform summative assessment) |
Word Count | 2000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Be able to articulate a personal, independent, and critical stance in relation to contrasting perspectives on educational issues |
| Procedural | Apply | To develop communication skills for enhancing health and well-being in a school/educational institute |
| Reflection | Evaluate | To critically reflect on your professional communication skills and create development targets |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 15 | Feedback Weeks | 18 | |
| Feedback |
Feedback will contain strengths and next steps (to inform summative assessment) |
Word Count | 2000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Understand | To develop an understanding of different support roles in schools, and the networks of communication which exist between colleagues, parents, and carers |
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 27 | Feedback Weeks | 30 | |
| Feedback | Word Count | 6000 | ||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Factual | Understand | To develop an understanding of different support roles in schools, and the networks of communication which exist between colleagues, parents, and carers |
| Procedural | Apply | To develop communication skills for enhancing health and well-being in a school/educational institute |
| Conceptual | Analyse | Be able to articulate a personal, independent, and critical stance in relation to contrasting perspectives on educational issues |
| Reflection | Evaluate | To critically reflect on your professional communication skills and create development targets |
| Procedural | Analyse | To critically engage with a wide range of academic and policy literature for your chosen educational context |
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