1 programme handbook - Wellington Institute of Technology

PROGRAMME 

HANDBOOK 

Bachelor of Counselling (Level 7) 

HV4494 

School of Health and Social Services – Counselling

Disclaimer 

Wellington Institute of Technology (WelTec) exercises reasonable skill and care to ensure the information contained in this 

Programme Handbook is accurate at the time of publication. However, programmes and courses are subject to continuous 

processes of review and change and WelTec reserves the right to change the content, location or method of presentation of any 

programme or course to reflect changing circumstances including student demand and resource availability, and to update this 

Programme Handbook accordingly. The online edition of the Programme Handbook is the official Programme Handbook. 

WelTec accepts no responsibility or liability for errors or omissions that may be contained in this Programme Handbook, nor any 

consequences arising therefrom. 

Copyright © 2013 

WelTec owns copyright in this programme handbook. No part may be reproduced, stored in a retrieval system or offered for 

resale without WelTec’s written permission. Contact WelTecHandbook@weltec.ac.nz for more information. 

Wellington Institute of Technology - 2013 Programme Handbook July 2013 

HV4494 Bachelor of Counselling (Level 7)

School of Health and Social Services 

PROGRAMME HANDBOOK 2013 

HV4494 Bachelor of Counselling (Level 7) 

Wellington Institute of Technology - 2013 Programme Handbook 

HV4494 Bachelor of Counselling (Level 7) 

Publication Date: 9 July 2013

HAERE MAI 

Whai korōria ki te atua i runga rawa 

Maunga rongo ki te whenua 

Whakaaro pai ki ngā Tangata Katoa. 

Tena Koutou Katoa, 

Tēnei te mihi atu ki a koutou ngā Tauira o 

Te Whare Wananga o Te Awakairangi. 

Nau mai haere mai ki tēnei Wananga o tātou. 

Kia kaha koutou ki te whai mātauranga i tēnei tau, ki te whakarongo 

hoki ki ō koutou kaiako. 

“Whāia te kotahitanga o te wairua. 

Mā te rangimārie me te aroha e paihere” 

(pursue unity of spirit, which is bound together by peace and aroha) 

He mihi nui tēnei kia koutou ngā Tauira o 

Te Whare Wananga o Te Awakairangi. 

Nau mai haere mai ki tēnei Whare Wananga o tātou. 

Wellington Institute of Technology - 2013 HV4494 Programme Handbook July 2013 

Overview and Programme Specific Information Page 4

CONTENTS 

HAERE MAI............................................................................................................................................. 4 

CHIEF EXECUTIVE’S WELCOME ......................................................................................................... 6 

EXECUTIVE DEAN’S WELCOME .......................................................................................................... 7 

INTRODUCTION ..................................................................................................................................... 7 

ACADEMIC CALENDAR - 2013 ............................................................................................................. 8 

STAFF ................................................................................................................................................... 12 

AIMS ...................................................................................................................................................... 13 

GRADUATE PROFILE .......................................................................................................................... 14 

CAREERS ............................................................................................................................................. 14 

STAIRCASING ...................................................................................................................................... 15 

PROGRESS THROUGH THE PROGRAMME ..................................................................................... 15 

GRADUATION CRITERIA .................................................................................................................... 15 

LEARNING AND TEACHING................................................................................................................ 16 

ASSESSMENT PROCEDURES ........................................................................................................... 17 

Assessment Rationale ................................................................................................................ 17 

Assessment Schedule ................................................................................................................ 18 

Format Of Assessments ............................................................................................................. 18 

Assessment Cover Sheets ......................................................................................................... 19 

Submitting Assessment And Assignment Work ......................................................................... 19 

Arranging for Late Submission Of Assessments ........................................................................ 19 

Applying For An Extension Beyond The Course End Date ........................................................ 19 

Penalty for Unarranged Late Submission ................................................................................... 19 

Absence From Supervised Assessments ................................................................................... 20 

Reassessment Of Assessments ................................................................................................. 20 

Assessment Results Notification ................................................................................................ 20 

Challenging Assessment Decisions ............................................................................................ 20 

RISK MANAGEMENT, SAFETY AND HEALTH ................................................................................... 21 

ATTENDANCE MATTERS .................................................................................................................... 21 

PERSONAL COUNSELLING ................................................................................................................ 21 

PERSONAL EQUIPMENT AND MATERIALS ...................................................................................... 22 

REQUIRED TEXTS ............................................................................................................................... 22 

STATIONERY REQUIREMENTS ......................................................................................................... 22 

EQUIPMENT REQUIRED ..................................................................................................................... 22 

OFF-SITE PRACTICAL AND WORKPLACE COMPONENTS ............................................................. 22 

ETHICS ................................................................................................................................................. 22 

INFORMED CONSENT AND CONFIDENTALITY................................................................................ 23 

PROGRAMME EVALUATION .............................................................................................................. 23 

COURSE DESCRIPTORS .................................................................................................................... 24 



WELCOME TO WELTEC 

CHIEF EXECUTIVE’S WELCOME 

Greetings, Kia Ora, Talofa Lava, Kia Orana, ni sa Bula Vinaka 

Kaise Hai, Sat sri akal, Malo e Lelei, Halo Olgeta, Taloha ni 

Marhaba, Bozu, Fakalofa Lahi Atu, Annyong haseyo, Ni hao, Namaste 

Welcome to Wellington Institute of Technology 

Te Whare Wananga o te Awakairangi 

In selecting to learn at Wellington Institute of Technology (WelTec), you have chosen a place of 

learning that aims to give you not only the working lifestyle you want, but also, a friendly and 

comfortable environment where you can feel at home. 

By enrolling at WelTec, you are setting out on a learning journey. What you learn and for what 

purpose, are your decisions to make. We want to walk beside you as your coach, partner and 

mentor; offering support, facilities, opportunities, tools and information to help you reach your 

goals. 

When you enrol, you will find that the majority, or maybe all, of your courses take place on one 

campus. Whether your classes are held at our Wellington sites, in Auckland, Christchurch, any of our 

Petone or other sites, all are your campuses. 

With your Student ID card, all services and facilities are there for you to use. 

Please let us know if you have any queries or needs we haven’t yet met. Best wishes for a happy and 

successful year. 

Linda Sissons (Dr) 

Chief Executive 



EXECUTIVE DEAN’S WELCOME 

Welcome to WelTec – your place for learning. As an institute of learning you, as a student, are our 

key priority. 

All staff at WelTec have one primary focus and that is to help facilitate your learning. As you 

progress through your studies please take the opportunity to access the facilities and staff support 

available. 

Your success is our success. 

Julia Hennessy (MEd, MMgt, PGDipHSM, BA, DipN) 

Executive Dean 

INTRODUCTION 

This Programme Handbook is intended to provide information relating to the programme you 

are enrolled in with WelTec. There is also an associated WelTec A-Z site that has other 

helpful information regarding systems and processes that operate at WelTec. 

The most up-to-date version of this Programme Handbook and the WelTec A-Z general 

information is online at: 

http://www.weltec.ac.nz/SH/programme/HV4494.pdf 

WelTec’s policies that apply to students and this Programme Handbook are located at: 

http://www.weltec.ac.nz/SH/Generic/POLICIES.pdf 

If you find any errors, or have suggestions for improvements this Programme Handbook, 

please send your thoughts to the Programme Handbook team at: 

WelTecHandbook@weltec.ac.nz 

If you find any errors, or have suggestions for improvements the WelTec A-Z Handbook 

sections, please send your thoughts to the A-Z team at: 

WelTecA-Z@weltec.ac.nz 



TRIMESTER ONE 2013 

TRIMESTER TWO 2013 

ACADEMIC CALENDAR - 2013 

HV4494 Bachelor of Counselling 

Wellington Church Street Campus 

Teaching 

Period 

Week 

No 

Monday 

date 

5 28-Jan 

MON TUE WED THU FRI SAT SUN 

Auckland 

Anniversary 

6 4-Feb Waitangi Day 

7 11-Feb 

8 18-Feb 

9 25-Feb 

Orientation 

Trades 

Academy (1) 

Mihi 

Whakatau; 

Orientation 

Petone 

10 4-Mar Tri 1 Starts 

Orientation 

Maori 

Students 

Orientation 

Church St, 

Cuba St 

Wellington 

Orientations: 

Auckland; 

Trades 

Academy (2) 

Orientation 

Petone 

Orientation 

Auckland 

International 

Orientation 

Petone 

Orientations: 

Christchurch; 

Youth 

Guarantee 

11 11-Mar Tri 1 

12 18-Mar 

13 25-Mar Tri 1+2 Easter Break 

14 1-Apr Easter Break Easter Break 

15 8-Apr 

Easter 

Break 

Easter 

Break 

16 15-Apr 

17 22-Apr ANZAC Day 

18 29-Apr 

19 6-May 

20 13-May 

21 20-May 

22 27-May 

23 3-Jun 

24 10-Jun 

25 17-Jun 

Queen’s 

Birthday 

Tri 1 

AS5104 

EXAM 

BC5103 

EXAM 

ASS110 

EXAM 

26 24-Jun Tri 1 Ends 

27 1-Jul 

28 8-Jul 

29 15-Jul Tri 2 Starts 

Tri 1 Results 

Completed 

30 22-Jul Tri 2 

31 29-Jul Tri 1+2 

32 5-Aug Tri 2+3 

33 12-Aug 

34 19-Aug 

Graduation 


35 26-Aug 

36 2-Sep 

37 9-Sep 

38 16-Sep 

39 23-Sep 



TRIMESTER THREE – 2013 

Teaching 

Period 

Week 

No 

Monday 

date 

40 30-Sep 

41 7-Oct 


42 14-Oct Tri 2 

43 21-Oct 

AS5124 

EXAM 

44 28-Oct Labour Day 

AS5125 

EXAM 

AS5113 

EXAM 

45 4-Nov Tri 2 Ends 

46 11-Nov Tri 3 Starts 

47 18-Nov 

48 25-Nov 

Canterbury 

Anniversary 

Tri 2 

Tri2 Results 

Completed 

49 2-Dec 

50 9-Dec 

51 16-Dec 

52 23-Dec WelTec closed for Christmas 

1 

30-Dec- 

13 

2 6-Jan-14 

3 13-Jan 

Tri 2+3 

4 20-Jan 

5 27-Jan 


Anniversary 

Auckland 

Anniversary 

WelTec closed for New Year Holidays 

6 3-Feb 

Tri 3 Waitangi Day 

7 10-Feb 

8 17-Feb 

9 24-Feb Tri 3 Ends 

10 3-Mar Tri 1 Starts 

11 10-Mar 

Tri 3 Results 

Completed 

Enr period Last date to change or withdraw in that enrolment period with refund 

Enr period 

Last date to withdraw (75% of course enrolment period) 



TRIMESTER ONE 2013 

TRIMESTER TWO 2013 


Auckland and Christchurch 

Teaching 

Period 

Week 

No 

Monday 

date 

5 28-Jan 


Auckland 

Anniversary 

6 4-Feb Waitangi Day 

7 11-Feb 

Orientation 

Trades 

Academy (1) 

8 18-Feb Tri 1 Starts 

9 25-Feb 

10 4-Mar 

Mihi 

Whakatau; 

Orientation 

Petone 

Orientation 

Maori 

Students 

Orientation 

Church St, 

Cuba St 


Orientations: 

Auckland; 

Trades 

Academy (2) 

Orientation 

Petone 

Orientation 

Auckland 

International 

Orientation 

Petone 

Orientations: 

Christchurch; 

Youth 

Guarantee 

11 11-Mar Tri 1 

12 18-Mar 

13 25-Mar Easter Break 

14 1-Apr Easter Break Easter Break 

15 8-Apr 

Easter 

Break 

Easter 

Break 

16 15-Apr 

17 22-Apr ANZAC Day 

18 29-Apr 

19 6-May 

AS5104 

EXAM 

20 13-May 

21 20-May 

22 27-May 

23 3-Jun 

Queen’s 

Birthday 

Tri 1 

BC5103 

EXAM (Chch) 

BC5103 

EXAM (Akl) 

AS110 

EXAM 

24 10-Jun Tri 1 Ends 

25 17-Jun 

26 24-Jun 

27 1-Jul 

28 8-Jul 

29 15-Jul 

Tri 2 Starts 

Tri 1 Results 

Completed 

30 22-Jul Tri 2 

31 29-Jul Tri 1+2 

32 5-Aug Tri 2+3 

33 12-Aug 

34 19-Aug 

Graduation 


35 26-Aug 

36 2-Sep 

37 9-Sep 

38 16-Sep 

39 23-Sep 

40 30-Sep 

41 7-Oct 



TRIMESTER THREE – 2013 

Teaching 

Period 

Week 

No 

Monday 

date 

42 14-Oct Tri 2 

AS5113 

EXAM 

43 21-Oct 


44 28-Oct Labour Day 

Tri 2 Ends 

45 4-Nov 

46 11-Nov 

47 18-Nov 

48 25-Nov 

49 2-Dec 

Tri 3 Starts 

Canterbury 

Anniversary 

Tri 2 

Tri2 Results 

Completed 

50 9-Dec 

51 16-Dec 

52 23-Dec WelTec closed for Christmas 

1 

30-Dec- 

13 

2 6-Jan-14 

3 13-Jan 

Tri 2+3 

4 20-Jan 

5 27-Jan 


Anniversary 

Auckland 

Anniversary 

WelTec closed for New Year Holidays 

6 3-Feb 

Tri 3 Waitangi Day 

7 10-Feb 

8 17-Feb Tri 1 Starts 

9 24-Feb Tri 3 Ends 

10 3-Mar 

11 10-Mar 

Tri 3 Results 

Completed 

Enr period Last date to change or withdraw in that enrolment period with refund 

Enr period 

Last date to withdraw (75% of course enrolment period) 

The up-to-date, day-to-day and week-by-week timetables are located at: 

http://timetable.weltec.ac.nz/. 



STAFF 

Executive Dean: 

Julia Hennessy 

School: 

Health and Social Services 

Head of School: 

MaryLou Sloane 

E-mail: 

marylou.sloane@weltec.ac.nz 

Associate Head of School: 

Mumtaz Dalwai (Auckland) 

Wendy Roberts (Wellington) 

Phone: Mumtaz: 0-9-950 2600 

Wendy: 0-4-830 2006 

E-mail: 

Mumtaz.Dalwai@weltec.ac.nz 

Wendy.Roberts@weltec.ac.nz 

Staff Member Qualifications Position Email Address 

Wellington Church Street Campus: 0800 WELTEC (935 832) 

APORO, Anthony BAlcDS ASM Anthony.aporo@weltec.ac.nz 

BROWN, Pauline BPsych (Hons), 

Executive Pauline.brown@weltec.ac.nz 

PGCertEd 

Officer 

CODDINGTON- 

LAWSON, Sarah 

PhD ASM Sarah.coddingtonlawson@weltec.ac.nz 

HARRISON, Sarah BOccTh, 

Placement Sarah.harrison@weltec.ac.nz 

PGCertAlliedHealth Coordinator 

HOGAN, Steve BA (Hons) SASM Stephen.hogan@weltec.ac.nz 

HORRELL, Toni BEd, Certe-LearnDesDev ASM Toni.horrell@weltec.ac.nz 

MCGARRY, Gayle BAlcDS, AdvDipOT SASM Gayle.mcgarry@weltec.ac.nz 

ROBINSON, Bruce BA (Hons), 

ASM 

Bruce.robinson@weltec.ac.nz 

PGDipNarrTh, 

CertSuperv 

SCHREUDER, Paul MA, PGDipEd, 

GDipAdStudies 

SASM Paul.schreuder@weltec.ac.nz 

Te MOANANUI, 

Justine 

THOMAS, Paul 

ULLOA, Maria 

VAKIDIS, Pamela 

VILKE, Mirjana 

CertHumanServices, 

CertTeReoMaori,, 

DipProjMgt 

BSc (Hons) 

NVQAdultT 

PhD, PGDipT 

PGDipClinPsychSt 

PGDipAdvChildDev 

BA 

CELTA 

MA, GDipAddS, 

CertREBT, 

CertSuperv 

Tutorial 

Assistant 

SASM 

ASM 

Business 

Administrator 

SASM 

Auckland Campus: 0800 WELTEC (935 832) 

DALWAI, Mumtaz BCom (Hons) Associate 

Head of 

School 

ALEXIS, Norma MHSc, 

ASM 

GradDipPsychSoc, 

CertA&DCouns, 

CertSuperv 

CAI, Cindy MBA Business 

Administrator 

CARTON, Tony MA, DipAlcDS, CAT, SASM 

CertClinSuperv 

FLOYD, Karyn MA, DipPsych Placement 

Coordinator 

Justine.TeMoananui@weltec.ac.nz 

Paul.thomas@weltec.ac.nz 

Maria.ulloa@weltec.ac.nz 

Pamela.vakidis@weltec.ac.nz 

Mirjana.vilke@weltec.ac.nz 

Mumtaz.dalwai@weltec.ac.nz 

Norma.alexis@weltec.ac.nz 

Cindy.cai@weltec.ac.nz 

Tony.carton@weltec.ac.nz 

Karyn.floyd@weltec.ac.nz 



Staff Member Qualifications Position Email Address 

FOREMAN, Paula MSocSci, DipA&D, SASM Paula.foreman@weltec.ac.nz 

CertAdultE, CertSuperv 

FRASER, Niccy MA (Hons), PGDipCBT, ASM 

Niccy.fraser@weltec.ac.nz 

CertPsychodyPsych, 

CTT, DipOccTh 

HOLT, Michelle Med, DipCouns, 

ASM 

Michelle.holt@weltec.ac.nz 

DipSpecNeeds, AdvDipT 

IDOINE, Malcolm MHSc Learning Malcolm.idoine@weltec.ac.nz 

Commons 

Tutor 

LANGDON, Paul BA, CertSuperv, 

ASM 

Paul.langdon@weltec.ac 

NCALNE 

PRESCOTT, Annabel MHSc SASM Annabel.prescott@weltec.ac.nz 

VAN, Janet 

Business Janet.van@weltec.ac.nz 

Administrator 

WILKINS, Jo BSW (Hons), PGDipArts ASM Joanne.wilkins@weltec.ac.nz 

Christchurch Campus: 0800 WELTEC (935 832) 

JOHNS, Mel BA (Hons) ASM Mel.johns@weltec.ac.nz 

MILLER, Glenda BAlcDs, PGCertHealSc, ASM 

Glenda.miller@weltec.ac.nz 

CertSuperv 

RICHARDSON, MA (Hons), CertCouns, SASM 

Deirdre 

CAT, CertClinSuperv 

WALWORTH, Gaye 

Business 

Administrator 

Gaye.walworth@weltec.ac.nz 

Position Abbreviations: 

ASM Academic Staff Member SASM Senior ASM PASM Principal ASM 

AIMS 

To develop graduates who are able to practise professionally according to the values and 

ethics of the New Zealand Association of Counsellors (NZAC). As such they will have the 

knowledge and skills to enable them to be competent, critical and reflective beginning 

practitioners with a sound theoretical base from which to practise; and the skills to practise 

independently and co-operatively within a culturally diverse and ethically appropriate 

counselling context. They will meet the competencies specified by NZAC for provisional 

membership as counselling practitioners. 

According to the NZAC : 

“Counselling involves the formation of professional relationships based on ethical values and 

principles. Counsellors seek to assist clients to increase their understanding of themselves 

and their relationships with others, to develop more resourceful ways of living and to bring 

about change in their lives. Counselling includes relationships formed with individuals, 

couples, families, groups, communities and organisations.” 

The core values of counselling, set out by the NZAC, are: 

• Respect for human dignity 

• Partnership 

• Autonomy 

• Responsible caring 

• Personal integrity 

• Social justice 

The following principles, and values, form the foundation of ethical practice: 

• Act with care and respect for individual and cultural differences and the diversity of human 

experience 

• Avoid doing harm in all their professional work 

• Actively support the principles embodied in the Treaty of Waitangi 

• Respect the confidences with which they are entrusted 

• Promote the safety and well-being of individuals, families, communities, whānau, hapū and 



iwi 

• Seek to increase the range of choices and opportunities for clients 

• Be honest and trustworthy in all their professional relationships 

• Practise within the scope of their competence 

• Treat colleagues and other professionals with respect 

The programme aims to provide graduates with modern professional practice skills to enable 

them to work in partnership with a wide range of other professionals and in a wide range of 

social settings. They are required to maintain their professional practice, understand and 

work within their limitations and continue to build their professional competence throughout 

their working lives. 

GRADUATE PROFILE 

Graduates will be able to: 

• Meet the counselling competencies and requirements for provisional registration of the 

NZAC 

• Apply the NZAC Code of Ethics and relevant legislation and practice as a competent 

counsellor in a range of work settings 

• Critically evaluate the theoretical and practice frameworks of counselling 

• Demonstrate an ability to integrate theory and practice under clinical supervision 

• Use knowledge of two counselling theories and their associated skills and practices to work 

ethically and professionally with individuals, couples, groups, families and communities 

• Demonstrate an ability to establish and maintain close, empathetic counselling 

relationships with clients 

• Apply an understanding of theories and emerging research about human development, 

identity formation and behaviour, to counselling 

• Assess the influence and impacts of society, culture, community, school, family, health, 

media, globalisation and politics play in shaping people and apply understanding when 

working in a counselling relationship 

• Work effectively in Treaty partnership with tangata whenua and work safely with people 

from diverse cultures 

• Demonstrate the skills needed to acquire, understand, evaluate, synthesise, record and 

present information from a range of sources 

• Demonstrate the ability to work safely and collaboratively within organisational policies, 

procedures and protocols and to plan and organise own work 

• Demonstrate ability to work collaboratively in multidisciplinary teams 

• Engage in reflective practice, peer review, professional monitoring/supervision and selfdirected 

learning 

• Demonstrate professional and personal awareness and responsibility through management 

of own wellbeing and on-going professional development 

• Demonstrate strong inter- and intra-personal skills, teamwork and supervision skills 

• Demonstrate intellectual independence, critical thinking and analytic rigour 

• Participate in evidence-based practice and research activities. 

CAREERS 

Graduates will be prepared for professional counselling practice within government; nongovernment 

sectors; faith based agencies; and voluntary organisations. Employment 

opportunities include Relationship Services, Sexual Abuse HELP Foundation, The 



Counselling Centre, Family Works Centre, Women’s Refuge, District Health Board, and 

Catholic Social Services. 

STAIRCASING 

Graduates of the Bachelor of Counselling have opportunities of further post graduate study 

at Universities and Unitec Polytechnic in New Zealand. 

PROGRESS THROUGH THE PROGRAMME 

The Bachelor of Counselling comprises three stages. Each stage will normally be completed 

in one year of full time study or two years of part time study. Students must complete the 

programme within 6 years. 

BC6233 Developing Practice: Counselling Practicum II must be successfully completed 

before enrolment in BC7332 Becoming Professional: Counselling Practicum III. 

No more than two enrolments for the same practice based, or practicum course will be 

permitted. 

If a student fails 3 courses in one level, they will normally not be allowed to proceed in their 

programme of study and will be required to withdraw. 

In exceptional circumstances only, the Head of School may waive the requirement(s) above, 

and set the conditions to be met by the student in order for the student to continue in the 

programme. 

GRADUATION CRITERIA 

HV4494 - Bachelor of Counselling (Level 7) 

A successful graduate of the Bachelor of Counselling will have completed 120 credits as 

specified in B16 at each level of the 3 year programme within 6 years (unless a longer period 

was approved by the Associate Head of School). 

Schedule of Pre- and Co- Requisites: 

Course 

Number 

Course Title. Level Credits Pre (P) or -Co (C) 

Requisites 

BC5115 Entering Professional Practice: 5 15 Nil 

Counselling Practicum I 

AS5120 Human Development Across 5 15 Nil 

the Lifespan 

BC5116 Information Literacy 5 15 Nil 

AS5121 Honouring Te Tiriti o Waitangi 5 15 Nil 

AS5122 Society, Social Problems and 5 15 Nil 

Social Justice 

BC5117 Client Centred Practice Skills 5 15 BC5115 (C) 

AS5123 Psychology for Professional 5 15 Nil 

Practice 

BC5118 Counselling Practice in New 

Zealand 

5 15 BC5117 (P) 

BC6230 The Practice of Counselling: a 

Pluralistic Approach 

6 30 BC5117 (P) 

BC5118 (P) 

BC6231 Cultural Concepts in 

6 15 AS5121 (P) 

Counselling 

BC6232 The Mental Health Context 6 15 Nil 

BC6233 Developing Practice: 

Counselling Practicum II 

6 30 BC5115 (P) 



Course 

Number 

Course Title. Level Credits Pre (P) or -Co (C) 

Requisites 

BC6234 Grief and Loss Counselling 6 15 Nil 

AS6230 Understanding Research 

6 15 BC5116 (P) 

Methods 

BC7330 Group Work Practice 7 15 Nil 

BC7331 The Dynamics of Abuse 7 15 Nil 

BC7332 Becoming Professional: 

7 30 BC6233 (P) 

Counselling Practicum III 

AS7325 Understanding Evidence Based 7 15 AS6230 (P) 

Practice 

AS7326 Research Project 7 15 AS7325 (P) 

BC7333 Working with Couples and 

7 15 BC5117 (P) 

Families - a Systemic Approach 

BC7334 Narrative Therapy 7 15 BC 5117 (P) 

BC7335 Person Centred Approaches 7 15 BC5117 (P) 

BC7336 Cognitive Behavioural Therapy 7 15 BC5117 (P) 

and Mindfulness 

AS7327 Key Issues in working with 7 15 Nil 

Young People 

AS7333 Positive Health Promotion – 7 15 Nil 

Whakapakari Hauora 

AS7330 Working with Diversity 7 15 Nil 

AS7329 Co-existing Substance use and 7 15 BC6232(P) 

Mental Health Disorders 

AS7331 Gambling, and other Impulse 7 15 Nil 

Control Disorders 

AS7332 Working with Clients in the 

Justice System 

7 15 Nil 

LEARNING AND TEACHING 

Lectures - Academic staff members formally present course material to learners and set the 

basis for further independent study. Learners may be expected to prepare for lecture topics. 

Tutorials - Delivered in small groups to facilitate learning and participation. They provide 

learners with the opportunity to work with or without assistance either individually or in 

groups. 

Online Learning - To provide learning resources, books of readings/resources lists, 

discussion groups, simulated practice exercises, formative assessments. This approach 

enables learners to access learning at times and places most suitable to them. 

Workplace Learning - To ensure that learners are exposed to a range of addiction practice 

and are given opportunities to build their knowledge and skills within a “real” work 

environment. They will develop their ability to work with people within an appropriate 

organisational context. 

Self Directed - To develop independent learning to enable learners to manage their on-going 

learning and professional development. 

Clinical Supervision - Underpins counselling practice and enables review of developing 

competencies and provides direction for personal or professional change. 

Reflective Practice - To provide opportunity for learners to identify, understand and if 

necessary reformulate understanding. 

Simulated Workplace Learning - To develop learners understanding of and ability to use 

positive practice by mirroring real situations in a safe setting. 



Self and Peer Assessment - To provide development of reflective and feedback skills for 

learners. 

Student Presentations - To encourage research skills, and when working in group develops 

collaborative learning skills. 

ASSESSMENT PROCEDURES 

You need to become familiar with the assessment procedures for your courses and this 

Programme. Overall Programme procedures are given below. There may also be course 

specific assessment procedures and requirements noted in your Course Outlines. 

Please note that all activities that contribute towards your final course grades, and therefore 

your qualification completion, are known as assessments (summative assessments to be 

precise). There are many different types of assessment activities your tutors use in your 

courses. 

The WelTec Academic Regulations section 7 require that you: 

 

 

make yourself available to undertake all summative assessment items at the time 

and place stipulated by the teaching staff responsible for the course 

act with integrity (honesty) during assessments. You are expected to: 

o Submit material that is your own original work 

o Collaborate only as permitted 

o Acknowledge contributions from other sources by using APA reference format 

(failure to do this correctly may be regarded as plagiarism) 

o Keep written and electronic work secure to prevent others from accessing and 

copying work 

o Understand the definition of academic dishonesty and the consequences of 

breaching the regulations (see Academic Regulations S12 Dishonest Practice). 

WelTec conducts assessments within rules set out in the following regulations and policies: 

The Academic Regulations 2013 

o Examination Rules 

o Aegrotat regulations 

o Grades 

o Results 

o Challenging Assessment Decisions 

o Dishonest Practice in Assessment 

o Appeals 

Policy 3.05 Assessment Policy 

o Definitions 

o Guidelines for assessment practice 

Policy 3.07 Programme Moderation Policy 

o Quality assurance processes before using the assessment activity 

o Quality assurance processes after marking to verify marker’s consistency 

You may ask your tutors at any time about the quality-assured status of the assessment 

activities you are asked to complete. 

Assessment Rationale 

The courses in this programme are assessed using achievement-based methods. 

The assessment philosophy underpinning this programme supports learners to develop a 

comprehensive range of practice knowledge and skills to support their role as a counsellor. 

It enables learners to build on the learning from one course to another and from one level to 

another. This can be represented as a practice spiral, where the learning from one course 

and one level, builds the knowledge and skills in future courses and levels. 



The assessment rationale supports reflective practice with the inclusion of supervised clinical 

practice labs, and on site clinical practice assessments often incorporating professional 

conversation. 

The programme uses achievement based assessment to measure student performance, to 

assist in the learning process, and to encourage self reflective critical thinking. 

Formative assessment will be used to create opportunities for students to practise skills, 

evaluate their progress, and obtain constructive feedback from lecturers, supervisors, and 

peers to guide improvement and enhance learning. 

Summative assessment will be used to obtain evidence of the competent achievement of the 

learning outcomes and to award credit. 

Assessment methods include: 

• Case Studies, assignments and projects to assess learners’ ability to research relevant 

information and data and apply to knowledge base and practice skills for counselling; locate 

and organise information, and present views effectively; and integrate knowledge and theory 

from a variety of sources and exercise judgement 

• Journals to assess learners’ ability to learn through reflective processes; and to undertake 

self development, and self care practices 

• Supervised clinical practice to assess learners’ competence in practice skills – through 

direct observation by lecturer and agency supervisor; to assess ethical and culturally 

responsive practice; and to integrate theory and practice 

• Role plays, group discussion and activities to assess learners’ ability to learn through self 

and peer assessment of practice skills; learn through group processes; and to integrate 

theory and practice 

• Professional conversations to assess learners’ ability to learn through reflective practices; 

and to undertake safe practice, effective supervision and personal development 

• Tests and examinations to assess underpinning knowledge; and to provide feedback to 

learners on their understanding of key philosophical, ethical and theoretical concepts and 

knowledge; and to confirm learners’ readiness for progression to higher learning 

In relation to summative assessment the BPM policy 3.5 Assessment is clear about the 

overall purpose of assessment: 

• To ensure fair, valid and reliable evaluation of student performance for reporting on final 

achievement 

• To provide for regular and constructive feedback about student progress to both student 

and teacher 

• To provide for the diagnosis of student learning and assessment difficulties 

• To enable students to challenge the results of assessments where appropriate 

• To provide a framework for ensuring that the grades awarded to students accurately 

describe their achievement and that grades are used consistently across the institution 

Assessment Schedule 

Please refer to your Course Outline for the Assessment Schedule for each of your Courses. 

The Schedule will detail the assessment type (test, assignment, presentation, etc), the topic 

being assessed, due dates, and if appropriate the weighting. Any other conditions will also 

be noted as they apply to the assessments for that course. 

Format Of Assessments 

Assessment requirements for these programmes are detailed in the Course Descriptors. 

Further information regarding assessment criteria can be found in the course outlines, which 

are located in your online learning space. 



Assessment Cover Sheets 

All assessment work that you submit either in person on paper (ie: printed) or by post must 

have a completed Student Assessment Cover Sheet attached. There are two versions: 

 

 

When it is only you making your own submission 

http://www.weltec.ac.nz/SH/Generic/SF020_Assessment_Cover_Sheet-Student.pdf 

When you are a member of a group (only one cover sheet required – all need to sign) 

http://www.weltec.ac.nz/SH/Generic/SF023_Assessment_Cover_Sheet-Group.pdf 

You need to complete all parts of the form, including the declaration, before handing it in. 

It is highly recommended that you do this paper based submission process even if you are 

invited to make assessment submissions via email. 

If your programme/course advises you to use the online TurnItIn portal for assessment 

submission, then there is no need to submit a Cover Sheet. Please refer to your course 

outlines, and the section “Submitting Assignments” below for more information. 

Submitting Assessment And Assignment Work 

It is essential that you meet the assessment submission deadlines notified in your Course 

Outlines' assessment schedules -unless you have pre-arranged for a late submission with 

your tutor. Please refer to your course outlines for any penalties for late submission of 

assessments. 

Some assessments may have time-related criteria attached to them. Your course outline will 

notify you of these particular assessments, and the reasons for the time criteria. Lateness, 

absence or early departure from these assessments may carry specific penalties. 

Some specific course outlines may indicate that you will need to submit your assessments 

online using the TurnItIn portal. Please follow the instructions in the Course Outline to 

complete this process. Not all courses are using TurnItIn during 2013. 

Arranging for Late Submission Of Assessments 

In case of illness, injury or exceptional circumstances you may request to make a 

submission after the assessment due date by submitting a Request for Late Submission 

Form to your tutor by the due date. On receiving your Request, your tutor may negotiate a 

new submission date/time. Where work has been handed in late without approval, late 

assessment submission provisions will apply. 

Applying For An Extension Beyond The Course End Date 

If you are prevented by illness, injury or exceptional circumstances from completing an 

assessment by the course end date, you may apply to the Associate Head of School for an 

extension to complete the assessment, provided this is not covered by the aegrotat 

regulations. 

The application is to be made in writing as soon as possible and not later than 48 hours 

before the assessment due time and date. The application is made on the WelTec Course 

Extension Form available from the Student Information Centre and the WelTec website. 

Where there are valid reasons, the Associate Head of School may grant an extension for a 

period of no more than three weeks after the course end date. A longer than three weeks’ 

extension may be recommended by the Associate Head of School to the Board of Studies' 

Achievement Sub-Committee for approval, where there are extenuating circumstances that 

justify a longer extension. 

Penalty for Unarranged Late Submission 

When you submit assessment work late but before the course end date, without approval, 

the work will still be marked. However you will have only one further reassessment 

opportunity for that work. 



Absence From Supervised Assessments 

Arriving at timetabled Assessments more than 30 minutes late may result in your nonadmittance, 

causing you to forfeit the submission. 

If you are prevented by illness, injury or exceptional circumstances beyond your control from 

presenting yourself for an assessment, or you consider that after attempting an assessment 

that you were, through illness, injury or exceptional circumstances, unfit to take the 

assessment, you may apply for an aegrotat pass. Absence for work-related reasons are not 

normally treated as exceptional circumstances. 

You must make an application in writing to the Associate Head of School for an aegrotat 

pass as soon as possible, and no later than five (5) working days after the assessment. 

Applications are made on the WelTec Aegrotat Application Form available from the 

Information Centre, Resource Centre, and Student Intranet. 

Reassessment Of Assessments 

Reassessment is available. 

For courses with a successful completion criteria of 50% in each assessment, students who 

do not achieve 50% in an assessment may apply in writing to the Senior Programme Tutor 

for a reassessment. 

For all courses: 

• Only one reassessment per course will be allowed in the trimester of enrolment for that 

course 

• Students who achieve 50% or more on a reassessment will be allocated the minimum pass 

mark only for that assessment 

• Applications to the Senior Programme Tutor must be made within 5 days of notification of 

assessment or course result 

• A reassessment fee will be charged. 

Assessment Results Notification 

Course assessment and final grades are reported using the Grade Key 3 method. Grade 

Keys are explained in Appendix 2 of the Academic Regulations. 

Once your tutor has marked your assessments you will be notified of your result. 

• If the assessment is in the form of a practical in-class demonstration/observation, you are 

likely to get your results immediately or shortly after the assessment activity has concluded. 

• If the assessment is a supervised test you are able to review your work, but the 

assessment is collected and retained by WelTec. 

• If you hand in an assignment it is returned to you along with feedback to explain the 

reason(s) for the assessment result. 

• If you sit a final exam you are able to view your result online at the student results portal: 

https://results.weltec.ac.nz within 15 working days. 

Results for each assessment are available within 15 working days on WelTec's Student 

Results portal at: https://results.weltec.ac.nz. 

Use your normal WelTec login and password to access a number of items, such as your 

assessment results, current course enrolments, and other details. 

Challenging Assessment Decisions 

If you have reason to believe that the grade or mark for a particular assessment is incorrect, 

you should firstly discuss this with your tutor within five (5) working days of the return of the 

assessment. 



Your tutor will provide feedback to clarify why the grade or mark has been awarded and 

may, if justified, amend the result. 

If you still believe that the mark or grade is incorrect, you should discuss the matter with the 

Associate Head of School. 

For more information on Challenging Assessment Decisions please refer to the WelTec 

Academic Regulations 2013 - section 11. 

RISK MANAGEMENT, SAFETY AND HEALTH 

The monitoring of the students on work placement practicum is in accordance with BPM 

policy 3.03 Off-site Components. 

As a counsellor role will involve working at times with vulnerable people in our society, work 

placement agencies will require a police check before accepting students. Applicants for the 

programme will be required to undergo a police check before acceptance onto the 

programme and annually thereafter. In the event of an adverse police report, entry into the 

programme for the applicant will be at the discretion of the Associate Head of School. 

WelTec students share the responsibility of maintaining a safe and healthy working 

environment whether on campus or studying off-site (See Student Code of Conduct, Section 

3.4). 

ATTENDANCE MATTERS 

An objective of study with WelTec is to prepare you for your career in industry. Your attitude, 

attendance and behaviour are important. Please give your best effort and ensure your 

behaviour and attendance reflect your desire to do well. 

You should therefore be present on time, fully equipped and, if applicable, dressed and 

groomed appropriately for practical sessions. 

You are expected to attend all classes and assessments as timetabled. If you are not able to 

attend then you should notify your course tutor. 

Note that a student on student allowances/living costs who does not: 

• meet prescribed attendance requirements, and/or 

• disengages in their learning and assessments, and 

• does not respond to contact from the institute, 

will be notified to Academic Records and Administration. It is your responsibility to inform 

StudyLink if you change your study details. 

All daytime classes will have a common start time on the hour and must finish by 50 minutes 

past the hour, to allow time for students and staff to arrive at their next class on time. 

PERSONAL COUNSELLING 

You need to organised for yourself: 

• Professional supervision and personal counselling as follows: 

o 5 hours personal counselling in year 1, 

o 10 hours in year 2 , 10 hours in year 3 

o 15 hours professional supervision, each years 2 and 3. 

You cannot use the Vitae service which is contracted by WelTec to provide general 

counselling services. 



PERSONAL EQUIPMENT AND MATERIALS 

You need: 

• Access to personal computer with broadband internet access 

REQUIRED TEXTS 


AS5120 Human Development Across the Lifespan 

Berk, L.E. (2009). Development through the lifespan. (5 th ed). Upper Saddle River, NJ : 

Pearson Education. 

Required text for AS5120 is pack ISBN 9314994201901. This is a shrink-wrapped pack that 

includes the text Berk: Development through the lifespan (5 th ed) and an access code to the 

MyDevelopment lab, which is required for class. If you purchase the text only you will not 

have access to the lab and will be unable to complete required assessments. Please ensure 

you purchase the correct ISBN. 

AS5123 Psychology for Professional Practice 

Weiten, W. (2012). Psychology: Themes and variations. (9th ed. rev.). Clifton Park, NY : 

Cengage Learning. 

STATIONERY REQUIREMENTS 

You are required to provide items, such as stationery, for your study programme. Tutors will 

confirm with you where other equipment and/or materials are required for specific courses or 

classes. 

EQUIPMENT REQUIRED 

Students are required to provide items, such as stationery, for their study programme. Tutors 

will confirm with students where other equipment and/or materials are required for specific 

courses or classes. 

Where personal equipment is required for safety reasons, students may be denied entry to 

the class if they do not have such equipment at the time of the class. 

OFF-SITE PRACTICAL AND WORKPLACE COMPONENTS 

Students must complete the practicum requirements detailed in courses BC5115 

Entering Professional Practice, BC6233 Developing Practice: Practicum II, BC7332 

Becoming Professional: Counselling Practicum III. This includes a minimum of : 

ETHICS 

Informed consent, confidentiality and other ethical issues is managed in accordance with the 

New Zealand Association of Counsellors' Code of Ethics and WelTec’s BPM policy 8.2 

Human Ethics. 



INFORMED CONSENT AND CONFIDENTALITY 

You will be asked to complete a consent form if your photograph is to be used in any WelTec 

literature. 

All personal information collected and stored by WelTec is kept confidential. 

PROGRAMME EVALUATION 

WelTec is interested in the experience students have during their time studying. As well as 

informal conversations with students, there are three main surveys available to students to 

express their views and rate WelTec services. 

As a student new to WelTec: 

In the first few weeks you will be invited to participate in the WelTec EV1 - First Impressions 

survey (www.surveymonkey.com/s/WelTecEV1). This is open to first-time WelTec students, 

and asks for your rating of and views about your enrolment experience, the initial in-class 

experience, and also your experience of our online resource systems, Moodle or LearnZone. 

During your course time: 

Your course outline may indicate that your course will have an EV4 - Teacher and Course 

Evaluation (http://www.surveymonkey.com/s/WelTecEV4) undertaken towards the end. This 

helps the Programme Team to improve the teaching, the course, and the value of the 

programme to students. Note: you will need a specific 'survey event code' supplied by the 

survey administrator to use the EV4 (you can’t do it otherwise). 

At the end of the programme or year: 

In the final few weeks of the programme, or year, you will be invited to participate in the EV3 

- Student Satisfaction Survey (www.surveymonkey.com/s/WelTecEV3). This asks you about 

your overall experience of WelTec's services, the programme, teaching, skills development, 

career enhancement, and overall satisfaction. 

All WelTec surveys are anonymous; we do not ask you for identification. We do however ask 

for some demographic information (age range, sex, enrolment types, ethnicity, etc.) in order 

to make sense of trends for particular student groups. 

The outcomes of the surveys are reported as aggregated information and tables to the 

WelTec Academic Committee. The reports are also made available to students. 



COURSE DESCRIPTORS 

Course Descriptors are the formally approved documents that describe: 

 

 

 

 

 

 

The course title, level, credit value 

The aims of the course 

What you will be learning – the Learning Outcomes that guide the content and 

process of your learning experiences and activities with your tutor 

The assessment activities you need to complete to show how well you have 

developed your skills and knowledge against the requirements of the Learning 

Outcomes 

The texts or resources that you are required to purchase. Note: for some courses the 

latest texts may be listed either in the Required Texts section above, or in your 

Course Outline. If you are not certain, clarify the text or edition with your tutor. 

Any external standards that the course is also meeting the requirements of (may be 

unit standards, professional bodies, vendor certifications, etc.) 

Course Outlines, which your tutors will provide to you in class, or through LearnZone or 

Moodle, contextualise the Descriptors for your particular class for this year. The Outline 

should provide you with tutor information, specific course topic schedules, assessment 

dates, specific rules and requirements, and other useful information. 

The course descriptors for this programme make up the rest of this Programme Handbook 

on the following pages. 

Note: Please be aware that it may be that not all courses listed are be offered in any given 

trimester or year. For further information on this please contact your Student Advisor. 



COURSE TITLE: 

Course Number: 

Human Development Across the Lifespan 

AS5120 

Level: 5 

Credits: 15 

Pre or Co requisites: Nil 

Learning Hours: (Complete for each 

delivery mode) 

Face-to-face tuition 24 

Self-directed with tutorial support 

available (live online) 

36 

Online 30 

Supervised Clinical Practice Lab 

Resource based learning (not 

online) 

Clinical Practice Assessment 

Supervised work experience 

Self-directed (out of class without direct 

tutorial support) 

58 

Workplace project 

Tests and examinations 2 

Other 

(State)…………………………….. 

Total learning hours 150 

Aim(s): 

To discuss the stages and theories of human development with an emphasis on the 

New Zealand context. To explore how human behaviour is influenced by genetic 

predisposition and the environment throughout the lifespan. To explore the multiple 

factors which can influence both positive and negative outcomes, at all stages of 

human development. 

Topic(s) or summary of content: 

Theories of human development including: biological, physical, cognitive, 

emotional, social and cultural perspectives on human development 

Two core themes - nature and nurture in human development within the 

context of the epigenetic framework 

Periods of growth and change throughout the lifespan and the influence on 

human behaviour of different stages of human development

Māori perspectives on human development 

The impact of risk and protective factors on human resilience 

Topic 1: 

Perspectives on Human Development 

Learning Outcome(s): 

Students will be able to describe different theoretical perspectives on human 

development across the lifespan. 

Assessment criteria: 

1.1 Biological, physical, cognitive, emotional, social and cultural influences on 

human development are identified and their impact on developmental processes 

described 

1.2 The core themes of nature and nurture and their respective impact on human 

development is described 

1.3 Key aspects of the stages of the human lifespan (childhood, adolescence, 

adulthood, older adult) are identified and described 

Topic 2: 

Human Development and Human Behaviour 


Students will be able to use knowledge of human development to explain human 

behaviour and experience at different stages of human development. 


2.1 Concepts and theories of human development are used to interpret and assess 

human situations at different stages of development 

2.2 Processes associated with the ability to manage crisis, transition and loss at 

different stages of human development are explained 

2.3 The impact of life events in relation to the development of an individual is 

described 

Topic 3: 

Māori Models of Human Development 


Students will be able to describe traditional Māori concepts of human development, 

and Māori models of practice in human services. 


3.1 Behavioural, cultural, wairua/spiritual and social perspectives of Maori 

human development are described 

3.2 Māori models of development - including Mason Durie Te 

Whare Tapa Wha and Rose Pere Te Wheke models - are described 

3.3 The importance of the cultural context for human development is described 

Topic 4: 

Risk, Protection and Human Resilience 


Students will be able to describe the role or risk and protective factors in influencing

human development. 


4.1 The concept of human resilience is described 

4.2 Protective factors that contribute to physical, cultural, and spiritual well-being 

and social development are described 

4.3 Intrinsic and environmental risk factors that impact negatively on development 

are identified and described 

4.4 The role of family and social institutions in building social connection, citizenship 

and resilience is described 

Student Resources: 

Compulsory Text 

Berk, L. (2010). Development through the lifespan (5th ed.). Boston, MA: Allyn & 

Bacon. 

Assessment: 

Method Learning Outcomes Weightings 

Case Study LOI, 2, 50% 

Examination LO3, 4 50% 

Reporting Grades: 

Grade Key 3 

Successful Completion of Course: 

Students must achieve a minimum 50% grade in each assessment.

COURSE TITLE: 


Honouring Te Tiriti o Waitangi 

AS5121 

Level: 5 

Credits: 15 


Learning Hours: 



available 

Online 



online) 






78 


Other Marae Visit 15 


Aim(s): 

To examine the importance of Te Tiriti o Waitangi for professional practice in 

Aotearoa New Zealand. To explore ways in which culturally appropriate professional 

practice is developed within the context of Treaty partnership. 


Historical events relating to Te Tiriti o Waitangi (pre and post 1840) 

Te Tiriti o Waitangi in contemporary Aotearoa New Zealand 

Te Ao Maori – the Maori world and its concepts 

Ways in which Aotearoa New Zealand society and organisations have 

supported decolonisation from the signing of the Treaty through to society 

today 

Cultural identity and diversity in Aotearoa New Zealand, including the effects 

of racism on tangata whenua 

Personal and professional responsibilities and approaches to Treaty 

partnerships including how to work within a ‘Treaty Framework’

Culturally responsive approaches and strategies for tangata whenua and 

ethnic minorities 

Te Reo: comprehension and pronunciation 

Topic 1: 

The Importance of the Treaty 


Students will be able to discuss the importance of the Treaty of Waitangi/Te Tiriti o 

Waitangi to the historic, current and future development of Aotearoa New Zealand. 


1.1 Importance of the Treaty of Waitangi/Te Tiriti o Waitangi to the historic, current 

and future development of Aotearoa New Zealand is discussed 

1.2 Concepts of colonisation and decolonisation are discussed in relation to Aotearoa 

New Zealand 

1.3 Concepts of tino rangatiratanga are discussed as they apply to the Treaty, 

tangata whenua and the Crown 

Topic 2: 

Personal Responses to the Treaty 


Students will be able to describe their personal response to the Treaty of Waitangi/Te 

Tiriti o Waitangi and Aotearoa New Zealand and discuss how these have contributed 

to their worldview. 


2.1 Personal response to Te Tiriti o Waitangi and Aotearoa New Zealand is 

described 

2.2 Values, beliefs and practices that inform own cultural identity are described 

2.3 Values, beliefs and practices that inform approaches to working with tangata 

whenua and people with ethnicities different from the learner are described 

Topic 3: 

Culturally Responsive Practice 


Students will be able to describe elements of a culturally responsive practice and 

strategies based on Treaty Partnership. 


3.1 The elements of culturally responsive practice are described 

3.2 Treaty partnership strategies that can be applied to practice with clients who 

identify as tangata whenua are described 


Recommended texts are listed in the course handbook.

Assessment: 

Method Learning Outcomes Weightings 

Written Assignment LO1 40% 

Presentation LO2, 3 20% 



Grade Key 3 


Students must achieve a minimum 50% grade in each assessment, and attend a 

marae visit.

COURSE TITLE: 


Society, Social Problems and Social Justice 

AS5122 

Level: 5 

Credits: 15 





available 

Online 



online) 






Tests and examinations 

Other 

(State)…………………………….. 

102 


Aim(s): 

To introduce students to the process of thinking sociologically about contemporary 

and historical social problems and issues, explore the social construction of social 

problems and responses to them, and discuss social justice in the context of 

Aotearoa New Zealand society. 


 

 

 

 

 

The sociological imagination 

Key sociological concepts, theories and theorists 

Aotearoa New Zealand: colonisation, the Treaty, social structure, social 

change, population dynamics and migration 

Social regulation and control 

Deviance and conformity

The social construction of social problems (eg drug or alcohol misuse; the 

physical or sexual abuse of children and young people; domestic violence; 

and youth suicide) 

Social justice, discrimination, social exclusion, indigenous rights and power 

Topic 1: 

Thinking Sociologically 


Students will be able to discuss key sociological concepts and/or theories relevant to 

understanding contemporary social problems in Aotearoa New Zealand. 


1.1 A relevant contemporary social problem/issue affecting Aotearoa New Zealand 

society is identified. 

1.2 A key sociological concept or theory relevant to understanding the social 

problem/issue is described. 

1.3 The way in which the key sociological concept and/or theory helps to explain 

the social problem is discussed. 

Topic 2: 

Social Problems/Issues, Social Policy and Social Change 


Students will be able to discuss how public perceptions of contemporary social 

problems/issues (and policy and legislative responses to them) have been socially 

influenced over time. 


2.1 A relevant contemporary social problem is identified 

2.2 Changes in public perception of the social problem/issue - and policy and 

legislative responses to it - are identified and discussed 

2.3 A key sociological concept or theory relevant to understanding changes in public 

perception of the social problem - and policy and legislative responses to it - is 

identified and defined 

2.4 Key sociological concepts and/or theories are applied through self-reflection to 

explain changes in own personal perceptions of current social problems 

Topic 3: 

Social Justice 


Students will be able to discuss the different meanings of social justice and the social 

justice issues that underpin contemporary social problems in Aotearoa New Zealand. 


3.1 The concept of social justice in the context of Aotearoa New Zealand is 

discussed 

3.2 The social justice issues underpinning a contemporary social problem/issue in 

Aotearoa New Zealand are identified and discussed


Recommended texts are listed in the course handbook. 

Assessment: 

Methods Learning Outcomes Weightings 

Written Assignment LO1, 2 70% 

Presentation LO3 30% 


Grade Key 3 



COURSE TITLE: 


Psychology for Professional Practice 

AS5123 

Level: 5 

Credits: 15 






available 

Online 



online) 






100 


Other 

(State)…………………………….. 


Aim 

To provide students with an introductory level of knowledge in psychology relevant to 

working as an addiction or counselling practitioner. 


Biological bases of human behaviour 

Psychology of human learning and memory 

Emotion and motivation 

Social and cultural context of human behaviour 

Topic 1: 

The Biological Bases of Behaviour 


Students will be able to discuss the relevance of knowledge of the biological bases of

ehaviour for professional practice. 


1.1 Basic brain and nervous system structures and functions are identified 

1.2 The relationship between brain activity and behaviour is described 

1.3 The relevance of an understanding of the biological bases of behaviour for 

professional practice as an addiction or counselling practitioner is 

discussed 

Topic 2: 

Human Learning and Memory 


Students will be able to discuss the relevance of an understanding of the relationship 

between human learning and memory for professional practice. 


2.1 The relationship between learning and memory is identified and described 

drawing on a contemporary theory or model 

2.2 The relevance of an understanding of the relationship between learning and 

memory for professional practice as an alcohol and drug or counselling 

practitioner is discussed 

Topic 3: 

Motivation and Emotion 


Students will be able to discuss the relevance of an understanding of human 

motivation and emotion for professional practice. 


3.1 Contemporary theories or model of motivation and emotion are identified and 

described 

3.2 The relevance of theories of motivation and emotion for professional practice as 

an addiction or counselling practitioner is discussed 

Topic 4: 

The Social and Cultural Context of Human Psychology 


Students will be able to identify and discuss the influence of social and cultural 

contexts on human psychological processes. 


4.1 The influence of social psychological processes on human psychology is 

identified and discussed 

4.2 Cultural influences, and cross-cultural differences on human psychological 

processes are identified and discussed



Weiten, W. (2010). Psychology: themes and variations. (8th. ed.). Belmont, CA: 

Wadsworth, Cengage Learning. 

Assessment: 


Written Assignment LO1, 2, 3 70% 

Exam LO4 30% 


Grade Key 3 



COURSE TITLE: 


Entering Professional Practice: Counselling Practicum I 

BC5115 

Level: 5 

Credits: 15 

Pre or Co requisites: 

Nil 

Learning Hours: (Complete for 

each delivery mode) 



available 

Online 



online) 

Clinical Practice Assessment 2.5 

Supervised work experience 22.5 

Self-directed (out of class without 

direct tutorial support) 



Other: 

Personal Counselling 

58 


Aim(s): 

To introduce students to professional practice and the capabilities of professional 

knowledge; skilled intervention; cultural safety and diversity; legal and ethical 

practice; organisation and management; and professional development. 

5 


 

 

 

Professional Knowledge: the use of practice theory, processes and tools to 

interpret and make sense of practice situations 

Skilled Intervention: how to establish and maintain caring, therapeutic 

relationships and communicate effectively with clients 

Cultural Safety and Diversity: defining cultural safety and the ways in which 

professional practice can diminish, demean or disempower the cultural 

identity and wellbeing of a client

Legal and Ethical Practice: the legislative and statutory framework 

underpinning professional practice; and the relevant professional code of 

ethics, principles and values 

Organisation and Management: recording, report writing, contracting, client 

referral, workload management, and self-care 

Professional Development: functions of professional supervision; the roles of 

supervisor and supervisee; cross-cultural issues; framework to support 

reflective practice 

Topic 1: 

Professional Knowledge 


Student will be able to describe the ways in which a particular practice theory, 

process or tool can help interpret a professional practice situation. 


1.1 A practice theory, process or tool is described 

1.2 The way in which the practice theory, process or tool can help interpret a 

professional practice situation is described 

Topic 2: 

Skilled Intervention 


Students will be able to describe the key skills necessary to establish and maintain 

caring, therapeutic relationships and communicate effectively with clients. 


2.1 The key skills necessary to establish caring, therapeutic relationships are 

described 

2.2 The key skills necessary to maintain caring, therapeutic relationships are 

described 

2.3 The key skills necessary to communicate effectively with clients are described 

Topic 3: 

Cultural Safety and Diversity 


Students will be able to define cultural safety and describe the ways in which 

professional practice can diminish, demean or disempower the cultural identity and 

wellbeing of a client. 


3.1 Cultural safety is defined accurately 

3.2 At least three ways in which professional practice can diminish, demean or 

disempower the cultural identity and wellbeing of a client are described 

Topic 4: 

Legal and Ethical Practice 


Students will be able to recognise the legislative and statutory frameworks, ethical 

codes, values and principles relevant to professional practice. 


4.1 The key elements of the legislative and statutory framework underpinning the 

relevant professional practice area are recognised, including any relevant 

international codes and conventions

4.2 The key elements of the relevant professional code of ethics and associated 

principles and values are recognised 

Topic 5: 

Organisation and Management 


Students will be able to recognise the main methods used to effectively manage and 

organise professional practice. 


5.1 The main methods used to effectively manage and organise practice in the 

relevant professional area are recognised 

5.2 The methods include methods of recording, report writing, contracting, client 

referral, workload management, and self-care 

Topic 6: 

Professional Development 


Students will be able to describe the main functions of professional supervision, the 

respective roles of supervisor and supervisee, and the cross-cultural issues that 

might influence supervisory practice. Students will also be able to describe a 

framework to support reflective practice. 


6.1 The main functions of professional supervision are described 

6.2 The respective roles of supervisor and supervisee are described 

6.3 Cross-cultural issues that might influence supervisory practice are described 

6.4 A framework to support reflective practice is described 



Assessment: 


Written Assignment LO1, 2, 3 50% 

Multiple Choice 

Examination 

LO4, 5 30% 



Grade Key 3



COURSE TITLE: 


Information Literacy 

BC5116 

Level: 5 

Credits: 15 


Nil 





available 

Online 



online) 







Other 

(State)…………………………….. 

36 

78 


Aim(s): 

To introduce students to the knowledge and skills required to recognise when 

information is needed and to have the capability to access, evaluate, manage and 

apply information to practice-related problems. It will also promote understanding of 

the legal, ethical and cultural issues associated with information use 

The learning outcomes and assessment criteria included in this course are based on 

the Australian and New Zealand Information Literacy Framework 1 which is in turn 

derived from the US Information Literacy Competency Standards for Higher 

Education 2 . 

1 http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf 

2 http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf


Identifying information needs: including defining practice questions; and 

identifying information sources. 

Accessing information: including information gathering methods and search 

strategies. 

Evaluating information: including critical appraisal of information located; and 

of information gathering and search strategies. 

Organising information: including classifying, organising and storing 

information. 

Integrating and applying information: integrating new information with existing 

knowledge to create new understandings. 

Legal, ethical and cultural issues: including awareness of the cultural, ethical, 

economic, legal, and social issues surrounding the use of information. 

Topic 1: 

Identifying Information Needs 


Students will be able to recognize the need for information and determine the nature 

and extent of the information needed. 


1.1 A practice related question is defined and articulated 

1.2 An appropriate range of possible information sources is identified 

Topic 2: 

Accessing Information 


Students will be able to find needed information effectively and efficiently. 


2.1 Appropriate methods and tools for accessing information are selected 

2.2 An effective search strategy is implemented 

2.3 Relevant information is obtained 

Topic 3: 

Evaluating Information 


Students will be able to evaluate information and the information seeking process. 


3.1 The usefulness of information obtained is assessed 

3.2 Criteria for evaluating the authority and credibility of information are applied 

3.3 The information seeking process is reflected upon and assessed 

Topic 4: 

Organising Information 


Students will be able to manage and organise the information collected or generated. 


4.1 Information and sources are recorded in a manner that supports their purpose 

and format 

4.2 Information is appropriately organised, classified and stored

Topic 5: 

Integrating and Applying Information 


Students will be able to apply prior and new information to construct new concepts or 

create new understandings. 


5.1 New understanding is compared and integrated with prior knowledge to 

determine the value added, contradictions, or other unique characteristics of the 

information 

5.2 Knowledge and new understandings are communicated effectively 

Topic 6: 

Legal, Ethical and Cultural Issues 


Students will be able to use information with understanding and acknowledge 

cultural, ethical, economic, legal, and social issues surrounding the use of 

information. 


6.1 Cultural and ethical issues related to access to, and use of information are 

recognised 

6.2 The relationship between information, values and beliefs is recognised 

6.3 Conventions and etiquette related to access to, and use of, information are 

recognised 

6.4 Legal requirements for the storage, and dissemination of information (including 

text, data, images, or sounds) are recognised 



Assessment: 


Project LO1, 2, 3 50% 

Group Presentation LO4, 5 30% 



Grade Key 3 



COURSE TITLE: 

Client Centred Practice Skills 

Course Number: BC 5117 

Level: 5 

Credits: 15 

Co requisites: 

BC5115 Entering Professional Practice: Counselling 

Practicum I 





available 

20 

Online 

Supervised Clinical Practice Lab 50 


online) 





70 



Other 

(State)…………………………….. 


Aim(s): 

To provide an introduction to the principles and skills of client-centred practice based 

on the work of Carl Rogers whose concepts and theories of person-centred practice 

underpin many counselling approaches. 

Students will practise skills in a supervised learning environment, and competence 

will be measured at a beginning practitioner level. 


 

 

 

 

An introduction to client centred theory highlighting the role of empathy, 

unconditional positive regard and congruence within the model of conditions 

of worth and development of actualised self. 

Experiencing and deepening the experience of counselling: being a client in 

a peer context as well as a counsellor and observer. 

Structuring a counselling meeting and building a collaborative relationship. 

Close tracking a client’s feelings and meanings within their frame of 

reference.

Exploring blocks to acceptance, varying depths to empathy and the 

challenges and risks of congruence. 

Reviewing and ending a counselling session. 

Topic 1: 

Client Centred Theory in Counselling 


Students will be able to define counselling, micro-counselling skills and 

communication skills for the New Zealand context and for their own professional 

practice. They will be able to explain what client centred counselling involves, and 

how counselling differs from other forms of communication within related professions. 


1.1 Counselling, micro-counselling and communication skills are described for the 

New Zealand context, and include the definitions of professional bodies such as 

New Zealand Association of Counsellors (NZAC), Addiction Practitioners 

Association of Aotearoa New Zealand (DAPAANZ) 

1.2 Examples of the application of these skills for professional practice are described 

1.3 Key client centred practice concepts and theory of change are described 

1.4 The core conditions for therapeutic change are described: empathy, 

unconditional positive regard and congruence within the model of conditions of 

worth and the development of actualised self 

Topic 2: 

Experiencing Counselling 


Students will be able to adopt the role of client, counsellor and observer, and practise 

providing the core conditions of client centred practice to each other, giving 

constructive feedback in the role of observer, and be able to be a client. 

Students will be able to demonstrate the key micro-counselling skills that underpin 

counselling practice such as: deep attentive listening, reflecting back key meanings 

through summarising and paraphrasing encouraging, and questioning, from a 

position of a respectful professional rather than a position of authority. 


2.1 The roles of the counsellor and client and observer are described; and the 

conditions of role play, observation, and feedback explained 

2.2 Practice counselling sessions are undertaken to demonstrate the application of 

client centred practice core conditions and appropriate micro-counselling skills 

2.3 Constructive feedback is given to counsellor practice roles and skills learned are 

identified 

Topic 3: 

Structuring a Counselling Meeting that Builds a Collaborative 

Relationship 


Students will be able to demonstrate an ability to welcome clients, create a safe 

contained space for them, explain principles such as confidentiality, and begin to 

develop a therapeutic relationship.


3.1 Clients are welcomed, and ethical and confidential practice principles are 

explained and agreed 

3.2 Client purpose focus and boundaries are established and issues that may impact 

on client safety are identified 

3.3 Client preferences with regard to counselling tasks, methods and outcomes are 

discussed and agreed 

3.4 The application of client centred core conditions is demonstrated, and confirms 

student understanding of the difference between taking an expert role and 

encouraging client autonomy 

3.5 Client confirms the use of empathy, unconditional positive regard and promotion 

of congruent expression 

3.6 Constructive feedback is given to counsellor practice roles, and skills learned are 

identified 

Topic 4: 

Close Tracking a Client’s Feelings and Meanings 


Students will, be able to demonstrate active listening skills, attend to a client’s 

feelings, follow sensitively what the client means and check verbally on the closeness 

of tracking with the client. 


4.1 The need for openness and sensitivity to different client contexts is described: 

culture, lifecycle, gender, sexual orientation 

4.2 Active listening skills are practised and client confirms the accuracy of 

summary of what was expressed 

4.3 Empathy is demonstrated and communicated to the client via close tracking of 

the client’s frame of reference, meaning and feelings 

4.4 A vocabulary of feelings and sensitivity to the client’s changing frame of reference 

are communicated, and the client responds positively and confirms accuracy of 

counsellor perception 

4.5 Constructive feedback is given to counsellor practice roles, and skills learned are 

identified 

Topic 5: 

Awareness of Personal Responses 


Students will begin to differentiate self and other’s frame of reference in the 

counselling relationship by developing awareness of own responses and learning 

when to share these in the service of the client. 

Students will also be able to discuss how personal issues can interfere with the 

counselling process and how to manage these.


5.1 An understanding of the role, importance and complexity of positive regard, 

empathy and congruence is demonstrated 

5.2 Willingness and ability to identify, explore and discuss own issues and 

responses that block positive regard, empathy and congruence are 

demonstrated in group or individual discussion 

5.3 Strategies for appropriate management of own responses and issues are 

identified 

Topic 6: Managing the Ending of a Counselling Session 


Students will be able to finish a counselling session in an appropriate manner. 


6.1 A keen awareness of time is demonstrated 

6.2 The counselling session and outcomes are collaboratively reviewed 

6.3 Client groundedness and readiness to end the session and re-enter the 

social world is checked, and grounding methods are applied as necessary 



Assessment: 



Demonstration, and Tutor 

Observation 

LO2, 3, 4, 5, 6 70% 


Grade Key 3 



COURSE TITLE: 


Counselling Practice in New Zealand 

BC5118 

Level: 5 

Credits: 15 

Pre requisites: 

BC5117 Client Centred Practice Skills 





available 

Online 

20 



online) 







Other 

(State)…………………………….. 

70 


Aim(s): 

To enable students to build on their client centred practice skills, and to develop 

these practice skills in preparation for workplace practice (the practicum) in the 2 nd 

year of the Bachelor of Counselling degree. 

The course focuses on skills that are commonly used in a wide range of counselling 

approaches. 

Students will be introduced to the key philosophical and theoretical approaches that 

have influenced the growth of counselling practice in New Zealand. 

They will have the opportunity to practise skills in a supervised learning environment 

and competence will be measured at a beginning practitioner level. 


Development of Counselling practice in New Zealand 

Listening, connecting and engaging

Understanding client context and experiences 

Collaborative practice 

Exploring client concerns, issues and problems 

Reflective practice, self-awareness and self-care 

Topic 1: 

The Development of Counselling Practice in New Zealand 


Students will be able to describe the philosophy history and development of 

counselling practice in Aotearoa New Zealand that is based on a range of imported 

(Euro-American) and local counselling approaches and frameworks. Local 

frameworks include Maori, Pasifika, and synthesised approaches. 


1.1 The key elements of imported and local approaches to counselling are 

described. Range: must include Client and Person Centred Practice, Cognitive 

Behavioural Therapy, Social Constructionist approaches such as Narrative, 

Solution Focussed and Just Therapies; Maori counselling practices, and Pasifika 

counselling approaches 

1.2 The application of different models in counselling practice in New Zealand is 

described 

1.3 The key drivers for selection of counselling approaches and counselling training 

in New Zealand are described 

1.4 Key elements of the pluralistic counselling model and its application in practice 

are described 

Topic 2: 

Listening, Connecting and Engaging 


Students will be able to develop a connection through listening and engage with 

clients, demonstrating empathy, and acceptance. 


2.1 An intentional, ‘not knowing, non-expert’ position is demonstrated 

2.2 Active listening skills are used to engage the client; and a description of client 

concerns or problems is summarised and reflected back in ways that confirm 

accuracy and openness 

2.3 Positive regard, and a congruent genuine empathetic manner is used to connect 

with the client 

2.4 Connection and engagement strategies are appropriate for client experience and 

context 

Topic 3: 

Understanding Client Context and Experiences 


Students will work towards understanding client experiences and context including 

what the client chooses to bring to a particular counselling session and how it fits with 

their overall needs; and be able to articulate an understanding of those experiences, 

including the counselling session, and the power dimensions present. 


3.1 Key counselling skills are used to assist the client to explore chosen area of

concern; skills may include active listening, reflection, and paraphrasing; open 

questions; accepting and interpreting client verbal and body language 

3.2 Non-judgemental description of client experiences and context are offered for 

client feedback, and confirm understanding 

3.3 The possible power dimensions that can be present in the counselling 

relationship are identified and described 

Topic 4: 

Collaborative Practice 


Students will be able to demonstrate knowledge of the principles of collaborative 

practice and describe how these are applied to the counselling relationship and the 

selection of practice approaches for particular situations. 


4.1 The principles of collaborative practice are described 

4.2 Selecting practice approaches and skills application for building a collaborative 

relationship are described 

4.3 The operation of power within a collaborative relationship is described 

Topic 5: 

Exploring Client Concerns, Issues and Problems 


Students will be able to facilitate and focus a process of exploration for the client. 


5.1 A process of exploration of client concerns issues problems is invited and 

facilitated 

5.2 The focus and process of the counselling session is checked as needed for 

consistency with client intentions and wishes 

Topic 6: 

Reflective Practice, Self-awareness and Self-care 


Students will be able to identify the effects of personal responses to a client on the 

counselling relationship, and demonstrate an ability to manage them. 


6.1 Personal responses are identified and discussed 

6.2 Strategies for own care within the counselling context are identified and potential 

for supervision is discussed 

6.3 Processes for dealing with personal attitudes, feelings, values and biases within 

the counselling process are explained 

6.4 Issues, practice strengths and weaknesses are identified for further simulated or 

workplace practice and reflection



Assessment: 


Written Assignment LO1, 2, 3, 5, 6 40% 

Video Transcript and 

Processing Report 

LO2, 3, 4, 5 60% 


Grade Key 3 



COURSE TITLE: 


The Practice of Counselling: a Pluralistic Approach 

BC6230 

Level: 6 

Credits: 30 



BC5118 Counselling Practice in New Zealand 




available 

Online 



online) 






142 


Other 

(State)…………………………….. 


Aim(s): 

To provide students with a robust basis for effective counselling practice and help 

prepare them for their selection of two counselling approaches for advanced study. 

The course introduces a pluralistic approach to counselling practice knowledge and 

skills that will help students to meet the needs and preferences of any person 

seeking assistance from the counselling process. 

In doing so, students will study the epistemology, ethics, intentions, purposes, 

underpinning theories and values of a range of practice skills that are drawn from 

widely accepted counselling approaches. 

At the end of this course students will understand, and be beginning their counselling 

practice in ways that are culturally responsive, ethically sound and based on 

collaborative ways of working that address power and influence issues inherent in 

any counselling relationship.


Collaborative, ethical and culturally responsive counselling practice, 

Pluralism and counselling approaches 

Ethics and Practice 

Meeting client aspirations through selected and negotiated counselling 

approaches 

Self-evaluation and reflective practice 

Personal development 

Topic 1: 

Collaborative, Ethical and Culturally Responsive Counselling 

Practice 


Students will be able to explain the principles of collaborative, ethical and culturally 

responsive counselling practice. 


1.1 The concepts of power, intentional practice and relationship building within the 

counselling process are discussed 

1.2 The principles and key features of collaborative practice are explained 

1.3 The principles and key features of ethical practice are explained 

1.4 The principles and key features of culturally responsive counselling practice are 

explained 

Topic 2: 

Pluralism and Counselling Approaches 


Students will be able to discuss the ethics, practice skills and intentions, purposes, 

and values of a range of practice skills that are drawn from widely accepted 

counselling approaches. 


2.1 The pluralistic approach to counselling practice is explained 

2.2 The key differences between a pluralistic approach, and other approaches to 

counselling training are explained 

2.3 The ethics, practice skills and intentions, purposes and values of six counselling 

approaches are analysed and compared. Range: 

 

 

 

 

 

 

Maori 

Pasifika 

Narrative 

Cognitive Behavioural 

Person Centred 

Systemic

Topic 3: 



Students will be able to discuss the ethics of counselling, including the role of the 

counsellor, within a pluralistic framework, and be able to identify and discuss key 

issues for counselling practice as they impact on at least two different approaches. 


3.1 The ethics of pluralistic counselling are discussed 

3.2 The role of the counsellor within a pluralistic framework is explained 

3.3 The impact of personal attitudes, feelings, values and biases on the counselling 

process and outcomes is discussed in general, and for at least two different 

approaches 

3.4 Key issues for counselling practice in general, and for at least two different 

approaches are identified, and explained. These may include transference and 

counter-transference, at-risk presentations such as suicide, values, mental 

health, addiction, gender, referral and termination 

3.5 Possible processes for dealing with key issues are identified and explained 

Topic 4: 

Meeting Client Aspirations Through Selected and Negotiated 

Counselling Approaches 


Students will use their knowledge of pluralistic counselling, and two different 

approaches to counselling practice, to help clients meet their aspirations. 


4.1 Client concerns, problems, aspirations and preferences for each approach 

are identified, discussed, and verified. 

4.2 Possible approaches to providing solutions are identified, discussed and 

agreed. 

4.3 Choice of approach and counselling practice is consistent with client aspirations 

and preferences 

4.4 Key practice issues are identified and monitored. 

4.5 Client feedback confirms ethical, collaborative, and culturally responsive 

practice. 

Topic 5: 

Self Evaluation, and Reflective Practice 


Students will be able to critically evaluate their own performance as beginning 

counsellors, and develop an understanding of how personal attitudes, feelings, 

values, and biases can affect their counselling practice. 

.


5.1 The purpose and process of self evaluation is explained 

5.2 The ethics, collaborative processes, relevance and choice of 

approaches, and the conduct of the practice counselling sessions are 

evaluated 

5.3 The strengths and weaknesses identified in the self-evaluation are 

discussed with tutor, peers and client(s) 

5.4 Awareness, and origin of, personal attitudes, feelings, values and biases 

is demonstrated and discussed 

5.5 The impact of personal attitudes, feelings values and biases on own 

counselling practice and client aspirations is discussed 

Topic 6: 

Personal Development 


Students will be able to identify areas for further learning from their self-evaluation 

and reflective practice that will contribute to their on-going personal and professional 

development. 


6.1 Areas for further development in simulated learning situations, and the workplace 

practicum are identified and discussed 

6.2 Issues for personal supervision in a workplace situation are identified and 

discussed 

6.3 Issues for personal counselling are identified and discussed 

6.4 Own interests, goals and aspirations for counselling practice, and plan for 

achieving them are discussed 



Assessment: 



Case Studies: analyses LO2 40% 

Demonstration and tutor 

observation, 

LO4, 5 30% 

Professional Conversation LO1, 6 10%


Grade Key 3 



COURSE TITLE: 


Cultural Concepts in Counselling 

BC6231 

Level: 6 

Credits: 15 


AS5121 Honouring Te Tiriti o Waitangi 





available 

Online 



online) 






100 


Other 

(State)…………………………….. 


Aim(s): 

To provide students with the knowledge of Maori approaches to counselling, Pasifika 

and other community based models, and an opportunity to discuss the differences 

between these and the ‘dominant’ (mainly imported) counselling discourses in New 

Zealand. Students will be able to explain the different cultural and family systems 

that impact on the identity and responses of clients from Maori, Pasifika, and other 

communities, and to discuss some contemporary issues. 


Maori Models of Counselling 

Pasifika, and other community approaches to Counselling 

The Dynamics of Identity, Relationship and Kinship roles, and Counselling 

practice 


Contemporary Issues

Topic 1: 

Maori Counselling models 


Students will be able to discuss Maori counselling models, and identify the key 

differences between these and other imported and local approaches. 


1.1 The principles, key concepts, intentions and values of Maori counselling models 

are discussed 

1.2 The key differences between Maori approaches to counselling and other local 

and imported models are analysed and discussed 

1.3 The impact of the dominant discourses on counselling practice in New Zealand, 

and the growth of Maori counselling practice, is discussed. 

1.4 The influence of Maori cultural practices and philosophies on the development of 

Narrative and Just Therapies is explained. 

Topic 2: 

Pasifika, and other Community Approaches to Counselling 


Students will be able to discuss Pasifika approaches to counselling, and models for 

at least one other community, and identify the key differences between these and 

other imported and local counselling philosophies and practices. 


2.1 The principles, key concepts, intentions and values of Pasifika approaches to 

counselling are discussed 

2.2 The development and principles of counselling practice for at least one other 

community are discussed. Range: Asian, African, Refugee and migrant 

communities 

2.3 The key differences between Pasifika, the selected community, and other local 

and imported approaches to counselling, are analysed and discussed 

2.4 The growth of Pasifika counselling practice, and other models is discussed. 

Topic 3: 

The Dynamics of Identity, Relationship and Kinship Roles, 

and Counselling Practice 


Students will be able to explain culturally diverse family and kinship systems and 

discuss the impact on client identity, relationships and counselling practice. 


3.1 Relationships and kinship roles are explained. Range: must include Maori 

communities, Pasifika communities, and one other community 

3.2 Positive and negative factors associated with family kinship and community 

systems are identified and discussed. Range must include: Maori communities, 

Pasifika communities, and one other community

3.3 The impact of diverse kinship roles, family and community culture, on client 

identity is explained 

3.4 The impact of family, kinship, and community systems, on counselling practice is 

explained 

3.5 Counselling approaches to building client relationships in the context of culturally 

defined family kinship and community systems are explained 

Topic 4: 



Students will be able to identify and explain key ethical and practice issues, including 

the role of the counsellor, and the application of other ‘traditional’ (imported) 

counselling approaches within culturally diverse contexts. They will be able to reflect 

on own issues and values associated with counselling in these contexts. 


4.1 Codes of ethics and codes of practice relevant to counselling practice in 

diverse contexts are identified and explained. Range must include Maori, 

Pasifika, and one other community 

4.2 The role of the counsellor is explained for different contexts. Range must include 

Maori, Pasifika, and one other community 

4.3 Client language approaches and cultural and safety issues, that exist within 

culturally diverse counselling relationships, are explained. 

4.4 Issues, practice strengths and weaknesses of two ‘traditional’ (imported) 

counselling approaches for Maori client contexts, for Pasifika client contexts, and 

for one other community context, are explained. Range must include two of the 

following: client centred practice, narrative therapy, cognitive behavioural 

therapy, systemic approaches 

4.5 Own issues and values associated with counselling within different cultural 

contexts are identified for discussion, reflection, supervision, and personal 

development 

Topic 5: 

Contemporary Issues and Contexts 


Students will be able to identify and interpret key health, education, employment and 

social data for a Maori, and Pasifika or one other, community, and be able to 

discuss the different national regional and community responses. 


5.1 Demographic and migrant data for a Maori, and Pasifika or one other, community 

is reviewed and trends are discussed. Range must include: national, regional 

differences 

5.2 Key health and education issues associated with these communities, are 


5.3 Epidemiological health and education statistics are reviewed and the trends are 

interpreted 

5.4 The sociological implications of demographic and migrant data for Maori

communities, and Pasifika or other community, are identified and discussed 



Assessment: 



Analyses of Case Studies 

And Group Presentation 

LO3, 4 60% 

Project LO5 20% 


Grade Key 3 



COURSE TITLE: 


The Mental Health Context 

BC6232 

Level: 6 

Credits: 15 






available 

Online 



online) 







Other 

(State)…………………………….. 

87 


Aim(s): 

To provide students with knowledge of the complexities of mental health issues that 

impact on professional practice with a focus on contemporary practice. The course 

includes knowledge of Maori models of mental health definition diagnosis and 

treatment, and those that are practised within Pasifika communities 


Definitions, and risk factors in the mental health context 

Diagnoses and treatment of mental health problems 

Ethics and professional practice in the mental health context 

Multi-disciplinary practice and referral in the mental health sector

Topic 1: 

Definitions, and Risk Factors in the Mental Health Context 


Students will be able recognise the risk factors for, and the typical characteristics of, 

prevalent mental health problems. 


1.1 Definitions of mental health problems, abnormal and distressed behaviours are 

provided. Range must include: legal, medical, psychological, sociological 

definitions 

1.2 Characteristics of the major psycho-pathologies are described and discussed. 

Range must include: schizophrenia, bipolar affective disorders, depression, 

personality disorders 

1.3 Key social determinants of mental health are identified and discussed for 

different social and cultural contexts. Range must include: Maori communities, 

Pasifika communities, refugee and migrant communities, lifecycle, gender, and 

sexual orientation issues 

1.4 Risk factors for abnormal and distressed behaviours are identified and discussed 

for different social and cultural contexts 

Topic 2: 

Diagnoses and Treatment of Mental Health Problems 


Students will be able to discuss the different approaches to the diagnosis of mental 

health problems, including the Diagnostic Statistical Manual of Mental Disorders 

(DSM) V, Maori holistic and wellness philosophies, Pasifika health and wellness 

models, ‘positive psychology’ and their associated treatments. 


2.1 Diagnostic tools for the assessment of mental health problems, including the 

DSM V diagnoses of the four major psycho-pathologies schizophrenia, bipolar 

affective disorders, depression, personality disorders, are explained 

2.2 The facilities, and treatment approaches in New Zealand, for different diagnoses 

are explained 

2.3 Maori holistic approaches, diagnostic practices and, treatment responses for 

mental health problems are discussed. Range must include the four major 

psycho-pathologies 

2.4 Pasifika health and wellness models, diagnostic practices and treatment 

responses for mental health problems are discussed. Range must include the 

four major psycho-pathologies 

2.5 The impact of ‘positive psychology’ on the diagnosis and treatment of mental 

health problems is discussed 

2.6 The relevance and value of the different approaches to mental health definition 

and diagnosis for counselling and addiction services professional practice is 

discussed

Topic 3: 

Ethics and Practice in the Mental Health Context 


Students will be able to discuss the ethics of professional practice, and begin to 

identify counselling approaches, or treatment interventions for addictive behaviours, 

in the mental health context. 


3.1 The ethics of professional practice in the mental health context are explained 

3.2 Counselling approaches, or interventions for addictive behaviours, in the 

mental health context are identified and discussed for two of the major psychopathologies 

3.3 The impact of beliefs, attitudes, and discriminatory behaviours on client 

aspirations, treatment options and responses is discussed for different social and 

cultural contexts 

Topic 4: 

Multi-disciplinary Practice and Referral in the Mental Health 

Sector 


Students will be able to recognise the benefits and issues associated with working 

with other professionals in the mental health sector, and are able to make the 

appropriate referrals to other agencies or professionals that comply with current 

professional and ethical guidelines. 

Students will also be able to discuss the implications of referrals for continuing client 

relationships, closure and termination. 


4.1 The roles and responsibilities of other professionals and organisations, in the 

mental health sector are explained. Range: medical, legal 

4.2 The boundaries of counselling and alcohol and drug practitioner practice in the 

multi-disciplinary team are clearly defined and explained 

4.3 The benefits and issues for practitioners and clients associated with a 

multi-disciplinary environment are discussed 

4.4 The context, criteria and processes for referral as defined by legal, health, or 

other professional policies and practice are described 

4.5 The ethics, and associated client safety and practice issues, of referral 

procedures are discussed: Range must include: relationship closure, termination 

or continuation processes appropriate to client aspirations, referral option, and 

on-going treatment 



Assessment: 


Examination LO1 40%

Case Study LO2, 3, 4 60% 


Grade Key 3 



COURSE TITLE: 


Developing Professional Practice: Counselling Practicum II 

BC6233 

Level: 6 

Credits: 30 


BC5115 Entering Professional Practice: Counselling 

Practicum I 





available 

Online 



online) 

Clinical Practice Assessment 15 

Supervised work experience 135 





Other: 

Professional Supervision 


57 

15 

10 


Aim(s): 

To develop professional practice and the capabilities of professional knowledge; 

skilled intervention; cultural safety and diversity; legal and ethical practice; 

organisation and management; and professional development. 


Professional Knowledge: the use of practice information and theoretical, 

factual and practical knowledge to interpret and assess practice situations 

Skilled Intervention: effective communication, relationship building, 

assessment and planning with individuals and families from different cultural 

contexts 

Cultural Safety and Diversity : improving culturally safe practices and 

responses to diversity in the practice setting 

Legal and Ethical Practice: legal and ethical practice in complex cases 

Organisation and Management : planning to improve organisational and

management skills 

Professional Development: effective use of professional supervision 

Topic 1: 



Students will be able to justify an evaluation of a practice situation based on 

relevant information and appropriate theoretical, factual and practical knowledge. 


1.1 Information about the practice situation is gathered and interpreted 

1.2 Relevant theoretical, factual and practical knowledge is identified and applied 

1.3 An assessment of the practice situation is described, discussed and justified 

Topic 2: 



Students will be able to apply skills in effective communication, relationship building, 

assessment and planning with individuals and families from different cultural 

contexts. 


2.1 Skills in effective communication, relationship building, assessment and planning 

are applied 

2.2 The skills are demonstrated in work with both individuals, families and whānau 

2.2 The skills are demonstrated in work with clients from at least two different cultural 

contexts (one of which must be Māori) 

Topic 3: 



Students will be able to discuss the ways in which culturally safe practice and 

responses to diversity might be improved in a particular practice setting. 


3.3 Approaches to culturally safe practice and responding to diversity within the 

practicum setting are discussed 

3.4 Ways in which current practice might be improved upon are identified and 

discussed 

Topic 4: 



Students will be able to justify a course of action to ensure legal and ethical practice. 


4.1 The legislative and ethical issues associated with a practice situation are 


4.2 A possible course of action is described and justified 

Topic 5: 



Students will be able to improve ability to organise and manage workload.


5.1 Identify one aspect of professional organisation and management from the 

following: recording, report writing, contracting, client referral, workload 

management, and self-care 

5.2 Reflect on own experience and ability in relation to the area selected 

5.2 Identify strengths and areas for improvement 

5.3 Describe a plan to improve your ability to organise and manage workload 

Topic 6: 



Students will be able to demonstrate the ability to make effective use of professional 

supervision. 


6.1 Practical arrangements for supervision are negotiated with the supervisor 

6.2 Appropriate professional issues are identified and discussed in supervision 

6.3 Supervisory feedback is reflected upon and processed 

6.4 Agreed actions are implemented and reviewed 



Assessment: 



Tutor observation, video 

tape 

LO2, 3 40% 

Group Presentation LO4, 5 20% 

Professional Conversation LO6 20% 


Grade Key 3 


Students must achieve a minimum 50% grade in each assessment. 

Students must complete 150 hours of supervised work experience and clinical 

practice assessment; 110 of which must be face-to-face counselling practice. 

Students must also complete 15 hours of professional supervision, and 10 hours of 

personal counselling.

COURSE TITLE: 


Grief and Loss Counselling 

BC6234 

Level: 6 

Credits: 15 


Nil 





available 

Online 



online) 







Other 

(State)…………………………….. 

90 


Aim(s): 

To provide students with the knowledge of the complex personal, family and whanau, 

and sociological and legal issues associated with grief and loss, death and dying; 

and knowledge of the counselling approaches and therapeutic models appropriate for 

helping people deal with loss. 


Perspectives on grief and loss, death and dying 

Responses to loss 

Death and dying 

Ethics, and counselling approaches to grief and loss

Topic 1: 

Perspectives on Grief and Loss, Death and Dying 


Students will be introduced to theoretical, sociological, and legal perspectives on 

grief and loss, death and dying, and will be able to discuss the complex issues that 

impact on societal, family and whanau, and community attitudes and reactions to 

grief and loss, death and dying in New Zealand. 


1.1 Modern theory and approaches to grief and loss are explained. Range: legal, 

sociological 

1.2 Current and historical perspectives on grief and loss death and dying are 

explained for different contexts. Range includes: children, youth and 

adolescence, adults, gender 

1.3 Maori perspectives on grief and loss, death and dying are explained 

1.4 Pasifika perspectives on grief and loss, death and dying are explained 

1.5 Manifestations of grief are discussed for different contexts. Range includes: 

children, youth and adolescence, adults, gender, culture 

1.6 Myths, beliefs and attitudes, and emotive areas within current debates with 

regard to grief and loss, death and dying are discussed 

Topic 2: 

Responses to Loss 


Students will be able to analyse the different types of loss including death, and 

discuss societal, family and whanau, and community factors that impact on 

responses to loss. 


2.1 Significant losses are analysed and explained. Range may include: divorce, 

disability, unemployment, incarceration, infertility, HIV/AIDs, mental or physical 

incapacitation, suicide, murder, war, natural disaster death of child, e.g. Sudden 

Infant Death Syndrome (SIDs) 

2.2 Societal, cultural, family and whanau, and community attitudes to significant 

losses are discussed, and the impact on the responses to loss is analysed 

2.3 Policies, support, and facilities for people suffering loss, available in New 

Zealand, are identified and discussed 

Topic 3: 

Death and Dying 


Students will be able to discuss issues relating to death and dying and policies and 

practices for care of the dying. 


3.1 Definitions and issues relating to death and dying are discussed. Range may 

include: ethics, religious, legal and moral issues; treatment and palliative care; 

privacy; death anxiety 

3.2 Philosophical and practical approaches to the care of the dying are discussed for 

different contexts. Range may include: children, youth and adolescence, adults,

gender, culture 

3.3 Cultural approaches, health policies and perspectives associated with the care of 

the dying individual are described. 

Topic 4: 

Ethics, and Counselling Approaches to Grief and Loss 


Students will be able to explain the ethics of counselling grieving clients and identify 

and discuss the appropriate counselling approaches. 


4.1 Reactions to loss are explored and discussed. Range may include: types of 

losses, anticipated and complicated grieving, disenfranchised grief, culturally 

defined loss 

4.2 The ethics of counselling grieving clients are explained 

4.3 Approaches and therapeutic models appropriate for counselling grieving clients 

are analysed for different contexts. Range includes: children, youth and 

adolescence, adults, gender 

4.4 Maori approaches and therapeutic models appropriate for counselling grieving 

clients are discussed 

4.5 Pasifika approaches and therapeutic models appropriate for counselling grieving 

clients are discussed 

4.6 Practice issues associated with the grief and loss counselling are identified, and 

ways of managing them are explained 



Assessment: 


Written Assignments LO1, 2, 3 60% 

Case Study LO4 40% 


Grade Key 3 



COURSE TITLE: 


Understanding Research Methods 

AS6230 

Level: 6 

Credits: 15 


BC5116 Information Literacy 





available 

Online 



online) 







Other 

(State)…………………………….. 

94 


Aim(s): 

To explore approaches to the design of research in the human services. 


 

 

 

 

Formulating a research question. 

Research design: including qualitative and quantitative approaches; data 

collection methods and sampling strategies. 

Research ethics: including legislative requirements; informed consent and the 

ethics of research with human subjects. 

Data analysis and reporting: including qualitative and quantitative 

approaches.

Topic 1: 

The Research Question 


Students will be able to formulate clear, specific and relevant research questions that 

are capable of being answered and relate to problems or issues in a particular 

human service practice area. 


1.1 A contemporary problem or issue in a particular human service practice area is 

identified 

1.2 A range of possible research questions, and their related research purposes is 

described 

1.3 A clear, specific and relevant research question is identified along with a rationale 

for its selection 

Topic 2: 

Research Design 


Students will be able to describe the relationship between research questions, 

research methods and sampling strategies used to carry out research in the human 

services. 


2.1 The distinction between qualitative and quantitative research methods is defined 

and relevant contexts for their use in a particular area of human service practice 

are identified 

2.2 A method of data collection that could be used in the context of a particular 

research design to answer a specific research question is described and its 

strengths and limitations are identified 

2.3 A sampling strategy relevant to a specific research question and methodology is 

assessed 

Topic 3: 

Research Ethics 


Students will be able to identify the ethical and legal requirements of research in a 

particular area of human service practice. 


3.1 Key ethical issues in research with human subjects in a particular area of human 

service practice are discussed 

3.2 Processes for ensuring ethical research practice in a particular area of human 

service practice are identified 

3.3 Legislative requirements associated with research data collection, use, 

disclosure, storage and access are identified 

Topic 4: 

Data Analysis 


Students will be able to apply procedures used to analyse qualitative and quantitative 

data in a particular area of human service practice. 


4.1 Procedures for the analysis of quantitative and qualitative data are described 

4.2 A qualitative or quantitative data set derived from research in a particular area of 

human service practice is analysed using appropriate procedures 

4.3 Findings from data analysis are presented in a report to a group of peers along

with an assessment of the limitations of the findings 



Neuman, L. W. (2008). Understanding research: Pearson Education 


Assessment: 



Test LO2, 4 50% 


Grade Key 3 



COURSE TITLE: 


Group Work Practice 

BC7330 

Level: 7 

Credits: 15 






available 

Online 



online) 





84 



Other 

(State)…………………………….. 


Aim(s): 

To provide students with a critical understanding of group work theory, group 

processes, and the skills for working with groups of people in a range of professional 

contexts. 


 

 

 

 

Group processes, group dynamics and group development 

Models of group work practice 

Planning and organising a group work programme 

Developing group work skills

Topic 1: 

Group Processes, Group Dynamics and Group Development 


Students will be able to analyse key social processes and dynamics of human groups 

as they develop over time. 


1.1 Key social processes of human groups are analysed 

1.2 Key dynamics of human groups are analysed 

1.3 Changes in group development over time are analysed 

1.4 The influence of group processes and roles on power and equality are analysed 

Topic 2: 

Models of Group Work Practice 


Students will be able to compare and critically evaluate the distinctive features and 

applications of different theories and models of group work practice. 


2.1 The distinctive features of different theories and models of group work practice 

are compared and critically evaluated 

2.2 The applications of different theories and models of group work practice are 

compared and critically evaluated 

Topic 3: 

Planning and Organising a Group Work Programme 


Students will be able to plan and justify a group work programme for an area of 

professional practice. 


3.1 A particular area of professional practice conducive to a group work approach is 

identified 

3.2 The rationale for the proposed model of group work is justified 

3.3 The aims and activities of the group are designed 

3.4 The roles of group leaders and group members are defined 

3.5 Methods for recording and evaluating the group work programme are defined 

3.6 Ethical and cultural issues relevant to the programme are assessed 

Topic 4: 

Developing Group Work Skills 


Students will be able to reflect on and assess their skills as a facilitator of groups and 

make a plan for professional development. 


4.1 Skills and competencies for effective group work practice are defined 

4.2 Own group work practice is evaluated 

4.3 A plan to develop group work practice skills is proposed 



Assessment: 


Written assignment LO1, 2 20% 


Role play, LO3, 4 20% 

professional conversation LO4 20% 


Grade Key 3 



COURSE TITLE: 


The Dynamics of Abuse 

BC7331 

Level: 7 

Credits: 15 






available 

Online 

Supervised Clinical Practice Labs 


online) 







Other 

(State)…………………………….. 

90 


Aim(s): 

To provide students with knowledge of physical, sexual, and psychological forms of 

abuse, and an introduction to abuse therapy, at a level congruent with their 

professional practice as beginning Counsellors and Alcohol and Drug practitioners. 

The course will help students understand the complexities of working with the 

perpetrators and survivors of abuse, and to consider the links between forms of 

abuse, and addiction, and mental and physical health. 


The Definitions of Abuse 

The Dynamics of Forms of Abuse 

Incidence and Disclosure of Abuse 

Intervention, Assessment and Therapy

Topic 1: 

The Definitions of Abuse 


Students will be able to define the different forms of abuse in terms of legislation, 

culture, language, mental and physical health, myths and beliefs; identify and explain 

some of the societal family and community factors (including attitudes) that impact on 

the way we define ‘abuse’. 


1.1 The sociological and legal definitions of different forms of abuse are identified 

and explained Range:--sexual, physical and psychological abuse 

1.2 Myths, beliefs, and attitudes to different forms of abuse are described 

1.3 Societal, cultural, family and community factors that impact on the definition of 

abuse are identified and analysed 

1.4 The impact of language on the definition of various forms of abuse and the 

‘naming’ of the acts of abuse is explained 

1.5 The Diagnostic and Statistical Manual of Mental Disorders (DSM) V categories 

relevant to abuse are identified and explained 

Topic 2: 

The Dynamics of Forms of Abuse 


Students will be able to explain the dynamics of different forms of abuse as they 

relate to occurrence, the behaviours and responses of perpetrators and survivors; 

and the impact on family and community. 


2.1 The societal contexts in which forms of abuse may occur are explained 

2.2 How power operates in abusive relationships and situations is 

explained 

2.3 Issues, behaviours, and responsibilities of child and adult abusers are 

explained 

2.4 Family and community responses to different forms of abuse are 

explained and analysed 

2.5 The different responses and presentation characteristics of survivors of 

abuse are described: children, adolescents, adults, elderly people 

2.6 The mental health context, including the DSM-V definitions, and issues 

resulting from forms of abuse are described 

Topic 3: 

Incidence and Disclosure of Abuse 


Students will be able to explain the beliefs, myths and attitudes that impact on the 

disclosure of different forms of abuse, and the ethical, personal and legal issues 

attached to disclosure processes. Students will also have an understanding of the 

incidence of the forms of abuse within different population groups.


3.1 The impact of cultural and societal beliefs, myths, and attitudes on 

disclosure is explained 

3.2 Disclosure processes are described, and legal, ethical and personal issues 

relating to these processes are explained 

3.3 The incidence of forms of abuse within different population groups is discussed 

Topic 4: 

Intervention, Assessment and Therapy 


Students will be able to explain policies, support, and therapy for survivors and 

perpetrators of forms of abuse, to describe an assessment process, and discuss a 

range of relevant therapeutic models 


4.1 New Zealand abuse-related research and reports relating to legal, ethical and 

community responses, support and therapy, (such as government taskforce 

reports and recommendations) are identified and explained 

4.2 Policies, support, therapy available in New Zealand for abuse survivors and 

perpetrators are identified and explained 

4.3 A range of assessment and therapeutic models appropriate for counselling 

abuse survivors and perpetrators is analysed 

4.4 Knowledge and understanding of therapeutic process issues such as referral, 

role of the therapist, boundaries, style of therapy, safety of the client, 

transference and counter-transference and termination is demonstrated 



Assessment: 


Written assignments LO1, 2, 3 60% 

Case study LO4 40% 


Grade Key 3 



COURSE TITLE: 


Becoming Professional: Counselling Practicum III 

BC7332 

Level: 7 

Credits: 30 


BC6233 Developing Practice: Counselling Practicum II 





available 

Online 



online) 

Clinical Practice Assessment 15 

Supervised work experience 135 





Other 

Professional supervision 


63 

15 

10 


Aim(s): 

This course aims to consolidate professional practice and the capabilities of 

professional knowledge; skilled intervention; cultural safety and diversity; legal and 

ethical practice; organisation and management; and professional development.


 

 

 

 

 

 

Professional Knowledge: critically evaluation of own ability to apply 

knowledge and information relevant to a practice situation as the basis for 

decision-making 

Skilled Intervention: critically evaluation of own skills in intervening to improve 

client wellbeing 

Cultural Safety and Diversity: acting consistently in a culturally safe manner to 

maintain the cultural identity and wellbeing of others 

Legal and Ethical Practice: acting consistently within relevant legal and 

statutory frameworks and using professional ethics, values and professional 

practice standards to guide action 

Organisation and Management: acting consistently to ensure that practice is 

well organised and accountable 

Professional Development: make consistent use of professional supervision 

and planning to enhance own professional development 

Topic 1: 



Students will be able to critically evaluate own ability to apply knowledge and 

information relevant to a practice situation as the basis for decision-making. 


1.1 The practice situation is described 

1.2 Relevant theoretical, factual and practical knowledge is identified and discussed 

1.3 Practice intervention selected is justified 

1.4 Outcome of the intervention is evaluated 

Topic 2: 



Students will be able to critically evaluate own skills in intervening to improve client 

wellbeing. 


2.1 Two contrasting practice situations are described (al least one of which should be 

Māori or Pasifika) 

2.2 Skills used at each stage of the helping process are discussed 

2.3 Client response at each stage is evaluated 

2.4 Own skills are critically evaluated and lessons learned are identified 

Topic 3: 



Students will be able to practice consistently in a culturally safe manner and act to 

maintain the cultural identity and wellbeing of others. 


3.1 A consistent pattern of culturally safe practice is demonstrated throughout the 

practicum 

3.2 A consistent pattern of responding effectively to diversity is demonstrated 

throughout the practicum

Topic 4: 



Students will be able to practice consistently within relevant legal and statutory 

frameworks and use professional ethics, values and professional practice standards 

to guide action. 


4.1 A consistent pattern of working in accordance with ethical, legal and professional 

practice standards is demonstrated throughout the practicum 

Topic 5: 



Students will be able to make consistent use of methods and protocols to ensure that 

practice is well organised and accountable. 


5.1 A consistent pattern of well-organised and managed practice is demonstrated 

throughout the practicum 

Topic 6: 



Student will be able to make consistent use of professional supervision and propose 

a plan to enhance own professional development. 


6.1 Effective use of professional supervision is demonstrated consistently throughout 

the practicum 

6.2 A plan to enhance own professional development is proposed and negotiated 

with professional supervisor 



Assessment: 


Written assignment LO1, 4 30% 

Taped interview or direct 

tutor observation 

LO2 40% 

Presentation LO3, 4 15% 

Professional conversation LO5, 6 15%


Grade Key 3 


Students must achieve a minimum 50% grade in each assessment. 

Students must complete the 150 hours of supervised work experience and clinical 

practice assessment; of these hours, a minimum of 110 must be face-to-face 

counselling practice. 

Students must also complete 15 hours of professional supervision and 10 hours of 

personal counselling

COURSE TITLE: 


Working with Couples and Families - a Systemic Approach 

BC7333 

Level: 7 

Credits: 15 







available 

Online 



online) 







Other 

(State)…………………………….. 

82 


Aim(s): 

To provide students with the practice skills and knowledge of four systemic 

approaches to counselling (structural, strategic, solution-focussed and narrative) that 

will enable them to take account of a person within the broader context of couple, 

and family life and relationships. 


Couple and family work in New Zealand - systemic approaches to counselling 

practice in New Zealand 

Relationship development issues within a systemic framework 

Ethics and practice 

Work with couples, families and other close relationships 

Reflective practice

Topic 1: 

Couple and Family Work in New Zealand - Systemic 

Approaches to Counselling Practice in New Zealand 


Students will be able to critically evaluate the principles, key theoretical concepts, 

and practice applications of systemic approaches to counselling practice for the New 

Zealand context. 


1.1 The principles and key theoretical concepts of systemic approaches to 

counselling practice are explained. Range must include:-structural, strategic, 

solution-focussed and narrative approaches 

1.2 The philosophy, values, key principles and practice skills of other counselling 

approaches are compared and contrasted for the New Zealand context. 

1.3 Historical approaches to working with couples and families in New Zealand are 

explained 

1.4 The complex definitions of close relationships are explained 

1.5 Systemic or relational experiences of family and couple life, and circular causal 

descriptors of events are analysed and explained 

Topic 2: Relationship Development Issues within a Systemic 

Framework 


Students will be able to discuss the developmental issues for individual family and 

couple relationships as they are defined within two systemic frameworks, and in ways 

that take account of cultural diversity within the community. 


2.1 The range and diversity of the developmental ages and stages of individual, 

family and couple relationships are explained for two systemic approaches 

2.2 Different cultural norms and frameworks for individual, family, and couple 

development are identified and explained 

2.3 Problems that can impact on the development and maintenance of 

relationships are identified and discussed in general, and for different 

cultural norms 

Topic 3: 



Students will be able to discuss the practice ethics associated with couple and family 

relationship work, for two systemic approaches.


3.1 The practice ethics of systemic approaches to counselling are identified and 

discussed. Range:- two of : structural, strategic, solution-focussed and narrative 

3.2 The role of the counsellor within the selected approaches is explained 

3.3 Ethical issues that are likely to occur in work with couples and families are 

identified and analysed, and strategies for managing these issues within 

professional practice are explained 

3.4 Issues of accountability to clients, and methods for addressing key cultural 

differences are explained 

Topic 4: 

Work with Couples, Families and Other Close Relationships 


Students will be able to identify and respond to client issues and concerns, to 

collaboratively select practice approaches that take account of the systemic 

implications presented, and apply the approaches in an analogous practice setting. 


4.1 Analyses of client problems and concerns are articulated for two systemic 

Approaches. Range: two of the following: structural, strategic, solution-focussed 

and narrative 

4.2 Systemic approaches suitable for use with couples, families and other close 

relationships, that are consistent with other cultures and normative frameworks are 

identified and discussed. Range: two of the following: structural, strategic, solutionfocussed 

and narrative 

4.3 Client acknowledgement of a clear informed process for resolution is gained 

4.4 The structure and practice of the counselling session is consistent with the 

agreed approach 

4.5 Key practice issues are identified and monitored 

4.6 Client feedback confirms ethical, collaborative, and culturally responsive practice 

Topic 5: 

Reflective Practice 


Students will be able to reflect on their ability to apply systemic approaches to a range 

of client situations, problems and culture. 


5.1 The relevance and choice of the systemic approach for the problem is evaluated 

5.2 Own ability and understanding of the selected systemic approach is evaluated 

5.3 Issues, practice strengths and weaknesses are identified for further practice 

reflection and supervision 



Assessment: 


Written assignment LO1, 2, 3 40% 

Direct tutor observation or 

Video of Practice Session 

LO4 40% 

Professional conversation LO2, 5 20% 


Grade Key 3 



COURSE TITLE: 


Narrative Therapy 

BC7334 

Level: 7 

Credits: 15 







available 

Online 



online) 







Other 

(State)…………………………….. 

82 


Aim(s): 

To provide students with the practice skills and knowledge of narrative approaches to 

counselling. 


Narrative approaches to counselling practice in New Zealand 


Demonstrate Narrative therapy techniques 

Reflective practice 

Topic 1: Narrative Approaches to Counselling Practice in New Zealand 

Learning Outcomes(s): 

Students will be able to critically evaluate the principles, key theoretical concepts, and

practice applications of narrative approaches to counselling for the New Zealand 

context. 


1.1 The principles and key theoretical concepts of narrative approaches, and position 

in relation to modernist and structuralist counselling theory and practice, are 

explained 

1.2 The philosophy, values, key principles and practice skills of other post-modern and 

post-structural counselling approaches are compared and contrasted for the New 

Zealand context 

1.3 Narrative approaches for different client contexts are evaluated. 

1.4 Narrative approaches for working with Maori clients, with Pasifika clients, and with 

young people are evaluated. 

Topic 2: 



Students will be able to discuss the practice ethics, including the role of the 

counsellor within narrative approaches; and evaluate the processes for managing 

and resolving key practice issues. 


2.1 The practice ethics of narrative approaches to counselling are identified and 

discussed. Range: must include-operation of power, marginalisation and conflict 

resolution 

2.2 The role of the counsellor is explained, and ways of minimising the effects of 

institutional and professional power within counselling practice are discussed 

2.3 Narrative approaches to key practice issues including strategies for maintaining 

personal and cultural safety within the counselling process are discussed. 

Topic 3: 


Demonstrate Narrative Therapy Techniques 

Students will be able to explain the application of narrative therapy techniques-the 

‘maps’ of narrative practice, collaboratively select techniques that take account of the 

client context, issues and concerns presented, and apply these techniques in an 

analogous practice setting. 


3.1 Narrative therapy techniques for client problems issues and concerns are 

identified and discussed. Range must include: externalising, statement of 

position; and may include: re-authoring and re-membering conversations, 

absent but implicit considerations, outsider witness practices, documenting of 

alternative stories/knowledge, responding to failure 

3.2 Connection with clients is made in a collaborative respectful way 

3.3 Approaches and techniques suitable for the client context, problem, or 

concerns are identified and discussed. 

3.4 Client acknowledgement of a clear informed process for resolution is gained 

3.5 The structure and practice of the counselling session is consistent with the

agreed approach 

3.6 Key practice issues are identified and monitored 

3.7 Client feedback confirms ethical, collaborative, and culturally responsive practice 

Topic 4: 



Students will be able to reflect on their ability to apply narrative therapy to a wide 

range of client situations, problems and culture. 


4.1 The relevance and choice of the narrative approach for the client context problem 

or concern is evaluated 

4.2 Own ability and understanding of the narrative approach is evaluated 

4.3 Processes for dealing with personal attitudes, feelings, values and biases within 

the counselling process are explained 


workplace practice and reflection 


Compulsory Text: 

Morgan, A. (2000). What is narrative therapy? : An easy-to-read introduction. 

Adelaide, SA, Australia: Dulwich Centre Publications. 


Assessment: 



Direct Observation or Video 

of Practice Sessions 

LO3 40% 

Professional Conversation LO1, 4 20% 


Grade Key 3 



COURSE TITLE: 


Person Centred Approaches 

BC7335 

Level: 7 

Credits: 15 







available 

Online 

Supervised clinical practice labs 48 


online) 

Workplace learning 






Other 

(State)…………………………….. 

84 


Aim(s): 

To provide students with the knowledge and practice skills of a person centred 

approach to counselling. 


 

 

 

 

Person centred approaches to counselling practice 


Person-centred theory 

Demonstrate person centred practice, reflective practice and personal 

development

Topic 1: 

Person Centred Approaches to Counselling Practice in New 

Zealand 


Students will be able to critically evaluate the principles and key theoretical 

concepts, practice applications, strengths and limitations of person centred 

approaches to counselling practice for the New Zealand context. 


1.1 The philosophy, values, principles and key theoretical concepts of person 

centred approaches to counselling practice are explained 

1.2 Person centred approaches are compared and contrasted with other 

psychological treatment approaches in New Zealand. 

1.3 The strengths and limitations of person centred approaches to counselling are 

analysed. 

Topic 2: 



Students will be able to explain ethical issues associated with person centred 

approaches to counselling. 


2.1 Key aspects of the ethics of person centred approaches to counselling, including 

the role of the counsellor are identified and discussed; and strategies for managing 

these issues are formulated. 

2.2 The relationship between client and counsellor power is categorised according to 

‘levels of interventiveness’ 

2.3 Integrating responsiveness to diverse client needs into the model through a deeper 

understanding of unconditional positive regard is discussed. Range: introductions 

to experiential practices such art, spirituality, movement, pre-therapy and working 

with fragile process 

Topic 3: 

Person Centred Theory 

Students will be able to explain the evolution of person centred theory in the context 

of western counselling; and discuss the development of different person-centred 

strands, specialities and approaches. 


3.1 The evolution of person centred theory is analysed and described 

3.2 The person centred theory of personality, change and therapy is explained 

3.3 Developments within person centred theory and practice, including a selection of 

special applications are discussed 

Topic 4: Demonstrate Person Centred Practice 


Students will demonstrate person centred practice, at relational depth in a range of

modalities according to client need. They will be able to apply person centred theory 

to critically evaluating their own practice and that of peers. 


4.1 Connection with clients is made in a collaborative respectful way, and 

approaches suitable for the client context, problem, or concerns are identified 

and discussed 

4.2 Close-tracking the client within the client’s frame of reference is analysed; and 

possible reasons for straying from the client’s frame of reference, goals and 

choice of tasks, are explored. 

4.3 Observation and self reflective skills, are developed as an aide to analysing the 

moment to moment counselling process 

4.4 Differentiation between paralysis, portrayal and congruence is made in the 

application of the core conditions to practice 

4.5 The structure and practice of the counselling session is consistent with the 

agreed approach; and client feedback confirms ethical, collaborative, and 

culturally responsive practice 

Topic 5: 

Reflective Practice and Personal Development 


Students will be able to reflect on their ability to follow and apply person centred 

principles to a range of client situations, problems and cultures. They will assess 

accurately where they and their peers of different cultures stand along Rogers’ stages 

of therapeutic growth model. 

Through relating their own conditions of worth, defences and deviations from personcentredness 

to practice choices and relational stances, students will facilitate their own 

and each other’s therapeutic growth. 


5.1 The relevance and choice of the approach for the problem is evaluated 

5.2 Own ability and understanding of the selected approach is evaluated 

5.3 Awareness of own introjected beliefs about self and other, and the operation of own 

defences, are analysed and discussed 

5.4 Understanding as to how the conditions of worth which operated in own early 

development continue to influence self-concept, personal, interpersonal and social 

development and work with others is analysed and discussed 

5.5 Ability and willingness to critically and systematically examine personal 

understanding, attitudes and skills, achieving a significant degree of self acceptance 

is demonstrated 

5.6 Issues, practice strengths and weaknesses are identified for further practice and 

reflection and the development of a sufficiently strong sense of personal identity 



Assessment: 


Case Study LO1, 2, 3, 4, 5 85% 

Professional Conversation LO5 15% 


Grade Key 3 



COURSE TITLE: 


Cognitive Behavioural Therapy and Mindfulness 

BC7336 

Level: 7 

Credits: 15 







available 

Online 



online) 







Other 

(State)…………………………….. 

82 


Aim(s): 

To provide students with the practice skills and knowledge of cognitive behavioural 

therapy and mindfulness meditation. 


Cognitive behavioural therapy (CBT) and mindfulness approaches to 

counselling practice in New Zealand 


Demonstrate CBT techniques 

Demonstrate mindfulness meditation 

Reflective practice

Topic 1: Cognitive Behavioural Therapy (CBT) and Mindfulness 

Approaches to Counselling Practice in New Zealand 


Students will be able to critically evaluate the principles, key theoretical concepts and 

practice applications of cognitive behavioural therapy and mindfulness for the New 

Zealand context. 


1.1 The principles and key theoretical concepts of cognitive behavioural therapy and 

mindfulness are explained 

1.2 The philosophy, values, key principles and practice skills of other counselling 

approaches are compared and contrasted for the New Zealand context 

1.3 CBT and mindfulness for different client contexts are evaluated 

1.4 The application, and practice strengths of CBT and mindfulness for working with 

Maori clients, with Pasifika clients, and with young people are evaluated. 

Topic 2: 



Students will be able to discuss the practice ethics of CBT and mindfulness practice, 

including the role of the counsellor; and evaluate the processes for managing and 

resolving key practice issues including personal and cultural safety. 


2.1 The practice ethics of CBT and mindfulness approaches to counselling are 


2.2 The role of the counsellor within CBT and mindfulness approaches is explained 

2.3 CBT and mindfulness processes for dealing with personal attitudes, feelings, 

values and biases within the counselling process are explained 

2.4 Key practice issues for CBT and mindfulness practice are identified and 

explained; and processes for their management and resolution are discussed 

2.5 Strategies for maintaining personal and cultural safety within the counselling 

process are discussed 

Topic 3: 

Demonstrate CBT Techniques 


Students will be able to explain the indications and contraindications of the 

usefulness of CBT techniques in particular contexts, especially those used for 

depression, anxiety, and addictions, be able to apply CBT techniques to client 

problems, and use socratic questioning to assess the usefulness of the techniques.


3.1 The use of CBT techniques for different client contexts is explained 

3.2 The use of CBT techniques for depression, anxiety and addictions is discussed 

3.3 The use of safe, culturally inclusive CBT techniques that invite participation by 

Maori clients, by Pasifika clients, and by young people is discussed 

3.4 Connection with clients is made in a collaborative respectful way; and techniques 

used to resolve client problems and concerns. Techniques include the five part 

model, mood monitor, and thought records 

3.5 Socratic questioning is used to assess the usefulness of the technique for the 

client 

Topic 4: 


Demonstrate Mindfulness Meditation 

Students will be able to discuss the indications and contraindications of the 

usefulness of mindfulness meditation, be able to apply this technique to client 

problems, and use socratic questioning to assess their usefulness. 


4.1 The use of mindfulness meditation is explained for different contexts and 

problems 

4.2 The use of safe, culturally inclusive mindfulness meditation techniques that invite 

participation by Maori clients, by Pasifika clients, and by young people is 

discussed 

4.3 Connection with clients is made in a collaborative respectful way and mindfulness 

meditation is applied to client problems and concerns 

4.4 Socratic questioning is used to assess the usefulness of the technique for the 

client 

Topic 5: 



Students will be able to reflect on their ability to apply CBT and mindfulness 

techniques to a range of client situations, problems and culture. 


5.1 The relevance and choice of CBT and mindfulness techniques for the problem is 

discussed 

5.2 Own ability and understanding of CBT and mindfulness techniques and 

approach is evaluated 


workplace practice and reflection



Assessment: 


Written Assignment LO2, 3, 4, 5 40% 

Direct Observation or Video 

of Practice Sessions 

LO3, 4 40% 

Professional Conversation LO1, 2, 5 20% 


Grade Key 3 



COURSE TITLE: 


Understanding Evidence-Based Practice 

AS7325 

Level: 7 

Credits: 15 


AS6230 Understanding Research Methods 





available 

Online 



online) 







Other 

(State)…………………………….. 

114 


Aim(s): 

To critically evaluate the strengths and limitations of evidence-based practice in the 

human services; develop skills in the critical appraisal of the claims of research; and 

critically evaluate approaches to the implementation of evidence-based practice in 

the workplace. 


 

 

Critical evaluation of evidence-based practice for the human services: 

including discussion of the strengths and limitations of different models of 

evidence-based practice 

The critical appraisal of research evidence: including criteria for evaluating

esearch designs, research rigour and the claims of research 

Implementing evidence-based practice: including the integration of research 

findings into practice; and approaches to promoting evidence-based practice 

in the workplace 

Topic 1: 

Evaluating Evidence-based Practice for the Human Services 


Students will be able to critically evaluate the strengths and limitations of an 

evidence-based approach to practice in a particular human service profession. 


1.1 The strengths of an evidence-based approach to practice in a particular human 

service profession are critically evaluated 

1.2 The limitations of an evidence-based approach to practice in a particular human 

service profession are critically evaluated 

1.3 Ways of enhancing the strengths and mitigating the limitations of an evidencebased 

approach to practice in a particular human service profession are critically 

evaluated 

Topic 2: 

Critical appraisal of evidence 


Students will be able to critically appraise the quality of peer-reviewed empirical 

research papers relevant to a particular area of human service practice. 


2.1 A relevant peer-reviewed empirical research paper is identified 

2.2 The research paper's design, methodology, findings, and conclusions are 

critically evaluated using a framework for critical appraisal 

2.3 The ways in which the researcher(s) managed ethical issues are critically 

evaluated 

2.4 The implications of the research findings for practice are critically evaluated 

Topic 3: 

Implementing evidence-based practice 


Students will be able to critically evaluate evidence of 'what works' in relation to a 

specific practice problem or issue in a particular human service practice area, and 

consider how to promote evidence-based practice in the workplace. 


3.1 A specific practice problem or issue is identified 

3.2 Evidence of 'what works' in relation to the practice problem is critically evaluated. 

3.3 The implications for practice are critically evaluated 

3.4 Approaches to promoting evidence-based practice in the workplace are critically 

evaluated 

Student Resources:


Assessment: 




Project LO3 40% 


Grade Key 3 



COURSE TITLE: 


Research Project 

AS7326 

Level: 7 

Credits: 15 


AS7325 Understanding Evidence-Based Practice 





available 

Online 



online) 







Other 

(State)…………………………….. 

24 

102 


Aim(s): 

To enable students to undertake a research project in the form of a literature review, 

or a small-scale empiricial study. 


Agreeing a research proposal. 

Conducting a literature review or a small-scale research project. 

Presenting findings and self-reflection.

Topic 1: 

Agreeing a Research Proposal 


Students will be able to draft a research proposal - in the form of a proposed 

literature review or small-scale empirical study - into a problem or issue impacting on 

a particular area of human service practice. 


1.1 A research question is identified and agreed with the research supervisor 

1.2 An approach to the literature review or small-scale research project is developed 

and justified 

1.3 A research proposal is prepared and agreed with the research supervisor 

1.4 Ethical issues are assessed and where required, ethical approval for the research 

is obatained 

Either Topic 2a OR Topic 2b 

Topic 2a: 

Literature Review 


Students will be able to critically evaluate and summarise current knowledge and 

research in relation to a problem or issue impacting on a particular area of human 

service practice. 


2.1 Current national and international knowledge about the issue or problem is 

identified, accessed and critically evaluated 

2.2 Summary review of current literature in relation to issue or problem is prepared 

Topic 2b: 

Small-scale Research Project 


Students will be able to undertake a small-scale research project in relation to a 

problem or issue impacting on a particular area of human service practice. 


2.1 Approved research methodology is used to gather data and analyse data under 

research supervision 

2.2 Results of analysis are used to contribute new knowledge and/or understanding 

about the researched issue or problem 

2.3 Draft report on research is prepared 

Topic 3: 

Presentation and Reflection 


Students will be able to finalise a literature review or research report and present a 

summary of research, including a reflective self-assessment of the research process. 


3.1 Feedback on draft literature review/research report is obtained from research

supervisor and used to prepare final draft 

3.2 Summary of research findings and reflective, self-assessment on research 

process is presented to a group of peers 



Assessment: 


Written Research Proposal LO1 30% 

Literature or Research 

Project 

LO2 45% 



Grade Key 3 



COURSE TITLE: 


Working with Diversity 

AS7330 

Level: 7 

Credits: 15 






available 

Online 



online) 







Other 

(State)…………………………….. 

90 


Aim(s): 

To enable students to develop a critical understanding and respect for human 

diversity; an awareness of the social processes of inequality and discrimination; and 

skills in anti-discriminatory practice. 


Aspects of individual identity associated with inequality and discrimination 

including: 

o gender, including those who are transgendered; 

o race or ethnicity, including refugees, and asylum seekers 

o religion or spiritual beliefs; 

o sexual orientation: being lesbian, gay or bisexual;

o disabilities, including mental health problems; 

o age; 

o and social class 

The social processes of discrimination, prejudice and stigma. 

Awareness of how own personal biases, prejudices and stereotypes can impact 

on interactions with clients 

The ways in which the structures, processes and procedures of an organisation 

can incorporate institutional discrimination. 

The New Zealand legal framework to support equalities, prohibit discrimination 

and promote human rights 

Approaches to anti-discriminatory practice 

Topic 1: Diversity, Discrimination and Inequality 


Students will be able to explain how inequality and discrimination can affect the lives 

of people with different social identities. 


1.1 Definitions of equality and diversity are explained 

1.2 The importance of equality and diversity issues for human service practice is 

explained 

1.3 The impact of discrimination and inequality on the quality of life of individuals 

with different social identities is discussed 

1.4 The way in which an individual’s social identity may be associated with inequality 

and discrimination in human service delivery is identified and discussed 

Topic 2: 

Personal and Institutional Discrimination 


Students will be able to critically evaluate the ways in which personal biases, 

prejudices and stereotypes and institutional discrimination can impact on interactions 

with clients in the human services. 


2.1 The social processes associated with prejudice, discrimination and stigma are 

explained 

2.2 Awareness of how personal biases, prejudices, and stereotypes can impact on 

human service delivery is explained 

2.3 The ways in which the structures, processes and procedures of an organisation 

can incorporate institutional discrimination are critically evaluated for inequality 

Topic 3: 

Anti-Discriminatory Practice 


Students will be able to critically evaluate the New Zealand legal framework to 

support equality, prohibit discrimination and promote human rights; and will be able 

to propose approaches to challenging personal and institutional discrimination.


3.1 The New Zealand legal framework to support equality, prohibit discrimination and 

promote human rights is critically evaluated 

3.2 Approaches to challenging personal and institutional discrimination are proposed 

Topic 4: 

Inequality 


Students will be able to discuss the manifestation of addiction, or other health related 

problem, within different cultures and analyse the impact on treatment, and health 

care, of inequality and discriminatory practices. 


4.1 The emergence of addiction, or other health related problem in a Maori 

community, and a Pasifika community, and one other community or group, is 

analysed 

4.2 The factors that underpin the emerging problem are analysed 

4.3 The impact of inequality, and discriminatory practices on access to treatment 

and health care for these communities is analysed and explained 

4.4 Strategies for managing the addiction, or other health related problem, within an 

anti-discrimmatory framework, are analysed and discussed. 



Assessment: 



Case Study LO3, 4 40% 


Grade Key 3

1 programme handbook - Wellington Institute of Technology

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