1 programme handbook - Wellington Institute of Technology
1 programme handbook - Wellington Institute of Technology
1 programme handbook - Wellington Institute of Technology
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PROGRAMME<br />
HANDBOOK<br />
Bachelor <strong>of</strong> Addiction Studies<br />
HV4495<br />
School <strong>of</strong> Health and Social Services<br />
– Social Services
Disclaimer<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> (WelTec) exercises reasonable skill and care to ensure the information contained in this<br />
Programme Handbook is accurate at the time <strong>of</strong> publication. However, <strong>programme</strong>s and courses are subject to continuous<br />
processes <strong>of</strong> review and change and WelTec reserves the right to change the content, location or method <strong>of</strong> presentation <strong>of</strong> any<br />
<strong>programme</strong> or course to reflect changing circumstances including student demand and resource availability, and to update this<br />
Programme Handbook accordingly. The online edition <strong>of</strong> the Programme Handbook is the <strong>of</strong>ficial Programme Handbook.<br />
WelTec accepts no responsibility or liability for errors or omissions that may be contained in this Programme Handbook, nor any<br />
consequences arising therefrom.<br />
Copyright © 2013<br />
WelTec owns copyright in this <strong>programme</strong> <strong>handbook</strong>. No part may be reproduced, stored in a retrieval system or <strong>of</strong>fered for<br />
resale without WelTec’s written permission. Contact WelTecHandbook@weltec.ac.nz for more information.<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 Programme Handbook July 2013<br />
HV4495 Bachelor <strong>of</strong> Addiction Studies
School <strong>of</strong> Health and Social Services<br />
PROGRAMME HANDBOOK 2013<br />
HV4495<br />
Bachelor <strong>of</strong> Addiction Studies<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 Programme Handbook<br />
HV4495 Bachelor <strong>of</strong> Addiction Studies<br />
Publication Date: 9 July 2013
HAERE MAI<br />
Whai korōria ki te atua i runga rawa<br />
Maunga rongo ki te whenua<br />
Whakaaro pai ki ngā Tangata Katoa.<br />
Tena Koutou Katoa,<br />
Tēnei te mihi atu ki a koutou ngā Tauira o<br />
Te Whare Wananga o Te Awakairangi.<br />
Nau mai haere mai ki tēnei Wananga o tātou.<br />
Kia kaha koutou ki te whai mātauranga i tēnei tau, ki te whakarongo<br />
hoki ki ō koutou kaiako.<br />
“Whāia te kotahitanga o te wairua.<br />
Mā te rangimārie me te aroha e paihere”<br />
(pursue unity <strong>of</strong> spirit, which is bound together by peace and aroha)<br />
He mihi nui tēnei kia koutou ngā Tauira o<br />
Te Whare Wananga o Te Awakairangi.<br />
Nau mai haere mai ki tēnei Whare Wananga o tātou.<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 4
CONTENTS<br />
HAERE MAI............................................................................................................................................. 4<br />
CHIEF EXECUTIVE’S WELCOME ......................................................................................................... 6<br />
EXECUTIVE DEAN’S WELCOME .......................................................................................................... 7<br />
INTRODUCTION ..................................................................................................................................... 7<br />
ACADEMIC CALENDAR - 2013 ............................................................................................................. 8<br />
STAFF ................................................................................................................................................... 12<br />
AIMS ...................................................................................................................................................... 13<br />
GRADUATE PROFILE .......................................................................................................................... 14<br />
CAREERS ............................................................................................................................................. 14<br />
STAIRCASING ...................................................................................................................................... 15<br />
PROGRESS THROUGH THE PROGRAMME ..................................................................................... 15<br />
GRADUATION CRITERIA .................................................................................................................... 15<br />
LEARNING AND TEACHING................................................................................................................ 16<br />
ASSESSMENT PROCEDURES ........................................................................................................... 17<br />
Assessment Rationale ................................................................................................................ 17<br />
Assessment Schedule ................................................................................................................ 18<br />
Format Of Assessments ............................................................................................................. 18<br />
Assessment Cover Sheets ......................................................................................................... 19<br />
Submitting Assessment And Assignment Work ......................................................................... 19<br />
Arranging for Late Submission Of Assessments ........................................................................ 19<br />
Applying For An Extension Beyond The Course End Date ........................................................ 19<br />
Penalty for Unarranged Late Submission ................................................................................... 19<br />
Absence From Supervised Assessments ................................................................................... 20<br />
Reassessment Of Assessments ................................................................................................. 20<br />
Assessment Results Notification ................................................................................................ 20<br />
Challenging Assessment Decisions ............................................................................................ 20<br />
RISK MANAGEMENT, SAFETY AND HEALTH ................................................................................... 21<br />
ATTENDANCE MATTERS .................................................................................................................... 21<br />
PERSONAL COUNSELLING ................................................................................................................ 21<br />
PERSONAL EQUIPMENT AND MATERIALS ...................................................................................... 21<br />
REQUIRED TEXTS ............................................................................................................................... 22<br />
STATIONERY REQUIREMENTS ......................................................................................................... 22<br />
OFF-SITE PRACTICAL AND WORKPLACE COMPONENTS ............................................................. 22<br />
INFORMED CONSENT AND CONFIDENTALITY................................................................................ 24<br />
PROGRAMME EVALUATION .............................................................................................................. 24<br />
COURSE DESCRIPTORS .................................................................................................................... 25<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 5
WELCOME TO WELTEC<br />
CHIEF EXECUTIVE’S WELCOME<br />
Greetings, Kia Ora, Tal<strong>of</strong>a Lava, Kia Orana, ni sa Bula Vinaka<br />
Kaise Hai, Sat sri akal, Malo e Lelei, Halo Olgeta, Taloha ni<br />
Marhaba, Bozu, Fakal<strong>of</strong>a Lahi Atu, Annyong haseyo, Ni hao, Namaste<br />
Welcome to <strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong><br />
Te Whare Wananga o te Awakairangi<br />
In selecting to learn at <strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> (WelTec), you have chosen a place <strong>of</strong><br />
learning that aims to give you not only the working lifestyle you want, but also, a friendly and<br />
comfortable environment where you can feel at home.<br />
By enrolling at WelTec, you are setting out on a learning journey. What you learn and for what<br />
purpose, are your decisions to make. We want to walk beside you as your coach, partner and<br />
mentor; <strong>of</strong>fering support, facilities, opportunities, tools and information to help you reach your<br />
goals.<br />
When you enrol, you will find that the majority, or maybe all, <strong>of</strong> your courses take place on one<br />
campus. Whether your classes are held at our <strong>Wellington</strong> sites, in Auckland, Christchurch, any <strong>of</strong> our<br />
Petone or other sites, all are your campuses.<br />
With your Student ID card, all services and facilities are there for you to use.<br />
Please let us know if you have any queries or needs we haven’t yet met. Best wishes for a happy and<br />
successful year.<br />
Linda Sissons (Dr)<br />
Chief Executive<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 6
EXECUTIVE DEAN’S WELCOME<br />
Welcome to WelTec – your place for learning. As an institute <strong>of</strong> learning you, as a student, are our<br />
key priority.<br />
All staff at WelTec have one primary focus and that is to help facilitate your learning. As you<br />
progress through your studies please take the opportunity to access the facilities and staff support<br />
available.<br />
Your success is our success.<br />
Julia Hennessy (MEd, MMgt, PGDipHSM, BA, DipN)<br />
Executive Dean<br />
INTRODUCTION<br />
This Programme Handbook is intended to provide information relating to the <strong>programme</strong> you<br />
are enrolled in with WelTec. There is also an associated WelTec A-Z site that has other<br />
helpful information regarding systems and processes that operate at WelTec.<br />
The most up-to-date version <strong>of</strong> this Programme Handbook and the WelTec A-Z general<br />
information is online at:<br />
http://www.weltec.ac.nz/SH/<strong>programme</strong>/HV4495.pdf<br />
WelTec’s policies that apply to students and this Programme Handbook are located at:<br />
http://www.weltec.ac.nz/SH/Generic/POLICIES.pdf<br />
If you find any errors, or have suggestions for improvements this Programme Handbook,<br />
please send your thoughts to the Programme Handbook team at:<br />
WelTecHandbook@weltec.ac.nz<br />
If you find any errors, or have suggestions for improvements the WelTec A-Z Handbook<br />
sections, please send your thoughts to the A-Z team at:<br />
WelTecA-Z@weltec.ac.nz<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 7
TRIMESTER ONE 2013<br />
TRIMESTER TWO 2013<br />
ACADEMIC CALENDAR - 2013<br />
HV4495 Bachelor <strong>of</strong> Addiction Studies<br />
<strong>Wellington</strong> Church Street Campus<br />
Teaching<br />
Period<br />
Week<br />
No<br />
Monday<br />
date<br />
5 28-Jan<br />
MON TUE WED THU FRI SAT SUN<br />
Auckland<br />
Anniversary<br />
6 4-Feb Waitangi Day<br />
7 11-Feb<br />
8 18-Feb<br />
9 25-Feb<br />
Orientation<br />
Trades<br />
Academy (1)<br />
Mihi<br />
Whakatau;<br />
Orientation<br />
Petone<br />
10 4-Mar Tri 1 Starts<br />
Orientation<br />
Maori<br />
Students<br />
Orientation<br />
Church St,<br />
Cuba St<br />
<strong>Wellington</strong><br />
Orientations:<br />
Auckland;<br />
Trades<br />
Academy (2)<br />
Orientation<br />
Petone<br />
Orientation<br />
Auckland<br />
International<br />
Orientation<br />
Petone<br />
Orientations:<br />
Christchurch;<br />
Youth<br />
Guarantee<br />
11 11-Mar Tri 1 <br />
12 18-Mar<br />
13 25-Mar Tri 1+2 Easter Break<br />
14 1-Apr Easter Break Easter Break <br />
15 8-Apr<br />
Easter<br />
Break<br />
Easter<br />
Break<br />
16 15-Apr<br />
17 22-Apr ANZAC Day<br />
18 29-Apr<br />
19 6-May<br />
20 13-May<br />
21 20-May<br />
22 27-May<br />
23 3-Jun<br />
24 10-Jun<br />
25 17-Jun<br />
Queen’s<br />
Birthday<br />
Tri 1 <br />
AS5104<br />
EXAM<br />
BC5103<br />
EXAM<br />
ASS110<br />
EXAM<br />
26 24-Jun Tri 1 Ends<br />
27 1-Jul<br />
28 8-Jul<br />
29 15-Jul Tri 2 Starts<br />
Tri 1 Results<br />
Completed<br />
30 22-Jul Tri 2 <br />
31 29-Jul Tri 1+2 <br />
32 5-Aug Tri 2+3 <br />
33 12-Aug<br />
34 19-Aug<br />
Graduation<br />
<strong>Wellington</strong><br />
35 26-Aug<br />
36 2-Sep<br />
37 9-Sep<br />
38 16-Sep<br />
39 23-Sep<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 8
TRIMESTER THREE – 2013<br />
Teaching<br />
Period<br />
Week<br />
No<br />
Monday<br />
date<br />
40 30-Sep<br />
41 7-Oct<br />
MON TUE WED THU FRI SAT SUN<br />
42 14-Oct Tri 2 <br />
43 21-Oct<br />
AS5124<br />
EXAM<br />
44 28-Oct Labour Day<br />
AS5125<br />
EXAM<br />
AS5113<br />
EXAM<br />
45 4-Nov Tri 2 Ends<br />
46 11-Nov Tri 3 Starts<br />
47 18-Nov<br />
48 25-Nov<br />
Canterbury<br />
Anniversary<br />
Tri 2<br />
Tri2 Results<br />
Completed<br />
49 2-Dec<br />
50 9-Dec<br />
51 16-Dec<br />
52 23-Dec WelTec closed for Christmas<br />
1<br />
30-Dec-<br />
13<br />
2 6-Jan-14<br />
3 13-Jan<br />
Tri 2+3 <br />
4 20-Jan<br />
5 27-Jan<br />
<strong>Wellington</strong><br />
Anniversary<br />
Auckland<br />
Anniversary<br />
WelTec closed for New Year Holidays<br />
6 3-Feb<br />
Tri 3 Waitangi Day<br />
7 10-Feb<br />
8 17-Feb<br />
9 24-Feb Tri 3 Ends<br />
10 3-Mar Tri 1 Starts<br />
11 10-Mar<br />
Tri 3 Results<br />
Completed<br />
Enr period Last date to change or withdraw in that enrolment period with refund<br />
Enr period<br />
Last date to withdraw (75% <strong>of</strong> course enrolment period)<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 9
TRIMESTER ONE 2013<br />
TRIMESTER TWO 2013<br />
HV4495 Bachelor <strong>of</strong> Addiction Studies<br />
Auckland and Christchurch<br />
Teaching<br />
Period<br />
Week<br />
No<br />
Monday<br />
date<br />
5 28-Jan<br />
MON TUE WED THU FRI SAT SUN<br />
Auckland<br />
Anniversary<br />
6 4-Feb Waitangi Day<br />
7 11-Feb<br />
Orientation<br />
Trades<br />
Academy (1)<br />
8 18-Feb Tri 1 Starts<br />
9 25-Feb<br />
10 4-Mar<br />
Mihi<br />
Whakatau;<br />
Orientation<br />
Petone<br />
Orientation<br />
Maori<br />
Students<br />
Orientation<br />
Church St,<br />
Cuba St<br />
<strong>Wellington</strong><br />
Orientations:<br />
Auckland;<br />
Trades<br />
Academy (2)<br />
Orientation<br />
Petone<br />
Orientation<br />
Auckland<br />
International<br />
Orientation<br />
Petone<br />
Orientations:<br />
Christchurch;<br />
Youth<br />
Guarantee<br />
11 11-Mar Tri 1 <br />
12 18-Mar<br />
13 25-Mar Easter Break<br />
14 1-Apr Easter Break Easter Break <br />
15 8-Apr<br />
Easter<br />
Break<br />
Easter<br />
Break<br />
16 15-Apr<br />
17 22-Apr ANZAC Day<br />
18 29-Apr<br />
19 6-May<br />
AS5104<br />
EXAM<br />
20 13-May<br />
21 20-May<br />
22 27-May<br />
23 3-Jun<br />
Queen’s<br />
Birthday<br />
Tri 1 <br />
BC5103<br />
EXAM (Chch)<br />
BC5103<br />
EXAM (Akl)<br />
AS110<br />
EXAM<br />
24 10-Jun Tri 1 Ends<br />
25 17-Jun<br />
26 24-Jun<br />
27 1-Jul<br />
28 8-Jul<br />
29 15-Jul<br />
Tri 2 Starts<br />
Tri 1 Results<br />
Completed<br />
30 22-Jul Tri 2 <br />
31 29-Jul Tri 1+2 <br />
32 5-Aug Tri 2+3 <br />
33 12-Aug<br />
34 19-Aug<br />
Graduation<br />
<strong>Wellington</strong><br />
35 26-Aug<br />
36 2-Sep<br />
37 9-Sep<br />
38 16-Sep<br />
39 23-Sep<br />
40 30-Sep<br />
41 7-Oct<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 10
TRIMESTER THREE – 2013<br />
Teaching<br />
Period<br />
Week<br />
No<br />
Monday<br />
date<br />
42 14-Oct Tri 2 <br />
AS5113<br />
EXAM<br />
43 21-Oct<br />
MON TUE WED THU FRI SAT SUN<br />
44 28-Oct Labour Day<br />
Tri 2 Ends<br />
45 4-Nov<br />
46 11-Nov<br />
47 18-Nov<br />
48 25-Nov<br />
49 2-Dec<br />
Tri 3 Starts<br />
Canterbury<br />
Anniversary<br />
Tri 2<br />
Tri2 Results<br />
Completed<br />
50 9-Dec<br />
51 16-Dec<br />
52 23-Dec WelTec closed for Christmas<br />
1<br />
30-Dec-<br />
13<br />
2 6-Jan-14<br />
3 13-Jan<br />
Tri 2+3 <br />
4 20-Jan<br />
5 27-Jan<br />
<strong>Wellington</strong><br />
Anniversary<br />
Auckland<br />
Anniversary<br />
WelTec closed for New Year Holidays<br />
6 3-Feb<br />
Tri 3 Waitangi Day<br />
7 10-Feb<br />
8 17-Feb Tri 1 Starts<br />
9 24-Feb Tri 3 Ends<br />
10 3-Mar<br />
11 10-Mar<br />
Tri 3 Results<br />
Completed<br />
Enr period Last date to change or withdraw in that enrolment period with refund<br />
Enr period<br />
Last date to withdraw (75% <strong>of</strong> course enrolment period)<br />
The up-to-date, day-to-day and week-by-week timetables are located at:<br />
http://timetable.weltec.ac.nz/.<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 11
STAFF<br />
Executive Dean:<br />
Julia Hennessy<br />
School:<br />
Health and Social Services<br />
Head <strong>of</strong> School:<br />
MaryLou Sloane<br />
E-mail:<br />
marylou.sloane@weltec.ac.nz<br />
Associate Head <strong>of</strong> School: Mumtaz Dalwai (Auckland)<br />
Wendy Roberts (<strong>Wellington</strong>)<br />
Phone: Mumtaz: 0-9-950 2600<br />
Wendy: 0-4-830 2006<br />
E-mail:<br />
Mumtaz.Dalwai@weltec.ac.nz<br />
Wendy.Roberts@weltec.ac.nz<br />
Staff Member Qualifications Position Email Address<br />
<strong>Wellington</strong> Church Street Campus: 0800 WELTEC (935 832)<br />
APORO, Anthony BAlcDS ASM Anthony.aporo@weltec.ac.nz<br />
BROWN, Pauline BPsych (Hons), Executive Pauline.brown@weltec.ac.nz<br />
PGCertEd<br />
Officer<br />
CODDINGTON-<br />
LAWSON, Sarah<br />
PhD ASM Sarah.coddingtonlawson@weltec.ac.nz<br />
HARRISON, Sarah BOccTh,<br />
Placement Sarah.harrison@weltec.ac.nz<br />
PGCertAlliedHealth Coordinator<br />
HOGAN, Steve BA (Hons) SASM Stephen.hogan@weltec.ac.nz<br />
HORRELL, Toni BEd, Certe-<br />
ASM Toni.horrell@weltec.ac.nz<br />
LearnDesDev<br />
MCGARRY, Gayle BAlcDS, AdvDipOT SASM Gayle.mcgarry@weltec.ac.nz<br />
ROBINSON, Bruce BA (Hons), PGDipNarrTh, ASM<br />
Bruce.robinson@weltec.ac.nz<br />
CertSuperv<br />
SCHREUDER, Paul MA, PGDipEd, SASM Paul.schreuder@weltec.ac.nz<br />
Te MOANANUI,<br />
Justine<br />
GDipAdStudies<br />
CertHumanServices,<br />
CertTeReoMaori,,<br />
DipProjMgt<br />
Tutorial<br />
Assistant<br />
Justine.TeMoananui@weltec.ac.nz<br />
THOMAS, Paul BSc (Hons), NVQAdultT SASM Paul.thomas@weltec.ac.nz<br />
ULLOA, Maria PhD, PGDipT,<br />
PGDipClinPsychSt,<br />
PGDipAdvChildDev<br />
ASM Maria.ulloa@weltec.ac.nz<br />
VAKIDIS, Pamela BA, CELTA Business<br />
Administrator<br />
VILKE, Mirjana MA, GDipAddS, SASM<br />
CertREBT, CertSuperv<br />
Auckland Campus: 0800 WELTEC (935 832)<br />
DALWAI, Mumtaz BCom (Hons) Associate<br />
Head <strong>of</strong><br />
School<br />
ALEXIS, Norma<br />
MHSc,<br />
GradDipPsychSoc,<br />
CertA&DCouns,<br />
CertSuperv<br />
ASM<br />
CAI, Cindy MBA Business<br />
Administrator<br />
CARTON, Tony MA, DipAlcDS, CAT, SASM<br />
CertClinSuperv<br />
FLOYD, Karyn MA, DipPsych Placement<br />
Coordinator<br />
Pamela.vakidis@weltec.ac.nz<br />
Mirjana.vilke@weltec.ac.nz<br />
Mumtaz.dalwai@weltec.ac.nz<br />
Norma.alexis@weltec.ac.nz<br />
Cindy.cai@weltec.ac.nz<br />
Tony.carton@weltec.ac.nz<br />
Karyn.floyd@weltec.ac.nz<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 12
Staff Member Qualifications Position Email Address<br />
FOREMAN, Paula MSocSci, DipA&D, SASM Paula.foreman@weltec.ac.nz<br />
CertAdultE, CertSuperv<br />
FRASER, Niccy MA (Hons),<br />
ASM Niccy.fraser@weltec.ac.nz<br />
PGDipCBT,<br />
CertPsychodyPsych,<br />
CTT, DipOccTh<br />
HOLT, Michelle Med, DipCouns, ASM Michelle.holt@weltec.ac.nz<br />
DipSpecNeeds,<br />
AdvDipT<br />
IDOINE, Malcolm MHSc Learning Malcolm.idoine@weltec.ac.nz<br />
Commons<br />
Tutor<br />
LANGDON, Paul BA, CertSuperv, ASM Paul.langdon@weltec.ac<br />
NCALNE<br />
PRESCOTT, MHSc SASM Annabel.prescott@weltec.ac.nz<br />
Annabel<br />
VAN, Janet<br />
Business Janet.van@weltec.ac.nz<br />
Administrator<br />
WILKINS, Jo BSW (Hons),<br />
ASM Joanne.wilkins@weltec.ac.nz<br />
PGDipArts<br />
Christchurch Campus: 0800 WELTEC (935 832)<br />
JOHNS, Mel BA (Hons) ASM Mel.johns@weltec.ac.nz<br />
MILLER, Glenda BAlcDs,<br />
ASM Glenda.miller@weltec.ac.nz<br />
PGCertHealSc,<br />
CertSuperv<br />
RICHARDSON,<br />
Deirdre<br />
SASM<br />
WALWORTH, Gaye<br />
MA (Hons),<br />
CertCouns, CAT,<br />
CertClinSuperv<br />
Business<br />
Administrator<br />
Gaye.walworth@weltec.ac.nz<br />
Position Abbreviations:<br />
ASM Academic Staff Member SASM Senior ASM PASM Principal ASM<br />
AIMS<br />
The Bachelor <strong>of</strong> Addiction Studies is a unique undergraduate degree <strong>of</strong>fered by WelTec to<br />
meet the needs <strong>of</strong> people working in the addictions, alcohol and drug field.<br />
The <strong>programme</strong> aims to provide graduates with the practitioner competencies and values <strong>of</strong><br />
the Addiction Practitioners’ Association, Aotearoa-New Zealand (DAPAANZ). According to<br />
its Code <strong>of</strong> Ethics , Alcohol and Drug practitioners are expected to be self-responsible,<br />
responsive to client needs and actively engaged in developing research-based pr<strong>of</strong>essional<br />
knowledge. They “respect the worth, dignity and capability <strong>of</strong> every human being”, and work<br />
within a diverse and multicultural society while giving effect to the spirit and intent <strong>of</strong> the<br />
Treaty <strong>of</strong> Waitangi.<br />
In the DAPAANZ Code there are 10 main principles and/or core values. They are:<br />
• Respect for human dignity<br />
• Beneficence (doing good) and non-maleficence (avoiding harm)<br />
• Confidentiality and privacy<br />
• Trust<br />
• Promotion <strong>of</strong> autonomy<br />
• Honesty and Integrity<br />
• Fairness<br />
• Skilfulness<br />
• Pr<strong>of</strong>essionalism<br />
<strong>Wellington</strong> <strong>Institute</strong> <strong>of</strong> <strong>Technology</strong> - 2013 HV4495 Programme Handbook July 2013<br />
Overview and Programme Specific Information Page 13
• Cultural praxis<br />
The <strong>programme</strong> aims to provide graduates with modern practice skills that will enable them<br />
to work in partnership with a wide range <strong>of</strong> other pr<strong>of</strong>essionals and in a variety <strong>of</strong> social<br />
settings. As addiction, alcohol and drug practitioners they are required to maintain their<br />
pr<strong>of</strong>essional practice, understand and work within their limitations and continue to build their<br />
pr<strong>of</strong>essional competence throughout their working lives.<br />
GRADUATE PROFILE<br />
Graduates will be able to meet the competencies <strong>of</strong> DAPAANZ and:<br />
• Use knowledge <strong>of</strong> addiction (especially alcohol and drugs) and their social, health and<br />
psychological impacts in order to work safely, ethically and pr<strong>of</strong>essionally with individuals,<br />
couples, groups, families and communities<br />
• Apply an understanding <strong>of</strong> theories and emerging research about human, development,<br />
behaviour and sustainable social development, to addiction work<br />
• Demonstrate an ability to establish and maintain close, empathetic, non-judgemental<br />
intentional relationships with clients<br />
• Assess the influence and impacts that society, culture, community, school, family, health,<br />
media, globalisation and politics play in shaping people and apply understanding when<br />
working in an addiction treatment context<br />
• Work effectively in Treaty partnership with tangata whenua and work safely with Pasifika<br />
and people from diverse cultures<br />
• Apply the DAPAANZ Code <strong>of</strong> Ethics and relevant legislation and practice as a competent<br />
addiction, alcohol and drug practitioner in a range <strong>of</strong> work settings<br />
• Demonstrate the skills needed to access, acquire, understand, evaluate, synthesise, record<br />
and present information from a range <strong>of</strong> sources<br />
• Demonstrate the ability to work safely and collaboratively within organisational policies,<br />
procedures and protocols and to plan, organise and be accountable for their own work<br />
• Demonstrate ability to work collaboratively in multidisciplinary teams<br />
• Engage in reflective practice, peer review, pr<strong>of</strong>essional monitoring/supervision and selfdirected<br />
learning<br />
• Demonstrate pr<strong>of</strong>essional and personal awareness, including understanding <strong>of</strong> own<br />
limitations, and responsibility through management <strong>of</strong> own wellbeing and on-going<br />
pr<strong>of</strong>essional development<br />
• Demonstrate strong inter and intra-personal skills, including empathy, humility and<br />
confidence, teamwork and supervision skills<br />
• Demonstrate intellectual independence, critical thinking and analytic rigour<br />
• Participate in evidence-based practice and research activities<br />
CAREERS<br />
The Bachelor <strong>of</strong> Addiction Studies aims to prepare graduates to be pr<strong>of</strong>essional addiction,<br />
alcohol and drug practitioners working in health promotion, policy and/or clinical support<br />
roles to reduce alcohol and other drug related harm to individuals, families and communities.<br />
Roles can include, amongst others:<br />
• Case management<br />
• Alcohol and drug clinician<br />
• Alcohol and drug youth worker<br />
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• Health promotion worker<br />
• Researcher<br />
• Policy analyst/advisor<br />
Roles can be found within government and non-government agencies like CareNZ,<br />
Community Alcohol and Drug Services (CADS), Matua Raki, Salvation Army, WellTrust, and<br />
Mental Health Services.<br />
STAIRCASING<br />
Graduates <strong>of</strong> the Bachelor <strong>of</strong> Addiction Studies have opportunities <strong>of</strong> further post graduate<br />
study at Auckland University and Otago University.<br />
PROGRESS THROUGH THE PROGRAMME<br />
The Bachelor <strong>of</strong> Addiction Studies comprises three levels. Each level will normally be<br />
completed in one year <strong>of</strong> full time study or two years <strong>of</strong> part time study. Students must<br />
complete the <strong>programme</strong> within 6 years.<br />
AS6234 Developing Practice: Addiction Practicum II must be successfully completed before<br />
enrolment in AS7328 Becoming Pr<strong>of</strong>essional: Addiction Practicum III.<br />
No more than two enrolments for the same practice based, or practicum course will be<br />
permitted.<br />
If a student fails 3 courses in one level, they will normally not be allowed to proceed in their<br />
<strong>programme</strong> <strong>of</strong> study and will be required to withdraw.<br />
In exceptional circumstances only, the Associate Head <strong>of</strong> School may waive the<br />
requirement(s) above, and set the conditions to be met by the student in order for the<br />
student to continue in the <strong>programme</strong>.<br />
GRADUATION CRITERIA<br />
HV4495 - Bachelor <strong>of</strong> Addiction Studies (Level 7)<br />
A successful graduate <strong>of</strong> the Bachelor <strong>of</strong> Addiction Studies will have completed 120 credits as<br />
specified in B16 at each level <strong>of</strong> the 3 year <strong>programme</strong> within 6 years (unless a longer period<br />
was approved by the Associate Head <strong>of</strong> School).<br />
Schedule <strong>of</strong> Pre- and Co- Requisites:<br />
Course<br />
Number<br />
Course Title. Level Credits Pre (P) or -Co (C)<br />
Requisites<br />
AS5125 Entering Pr<strong>of</strong>essional Practice: 5 15 Nil<br />
Addiction Practicum I<br />
AS5120 Human Development Across 5 15 Nil<br />
the Lifespan<br />
AS5122 Society, Social Problems and 5 15 Nil<br />
Social Justice<br />
AS5121 Honouring Te Tiriti o Waitangi 5 15 Nil<br />
AS5123 Psychology for Pr<strong>of</strong>essional 5 15 Nil<br />
Practice<br />
BC5116 Information Literacy 5 15 Nil<br />
AS5124 Introduction to Addiction Studies 5 15 Nil<br />
BC5117 Client Centred Practice Skills 5 15 AS5125 (C)<br />
BC6232 The Mental Health Context 6 15 Nil<br />
AS6231 Assessment and Intervention<br />
Planning<br />
6 15 AS5124 (P)<br />
BC5117 (P)<br />
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Course<br />
Number<br />
Course Title. Level Credits Pre (P) or -Co (C)<br />
Requisites<br />
AS6232 Motivational Interviewing 6 15 BC5117 (P)<br />
AS6235 Cognitive Behavioural<br />
6 15 BC5117 (P)<br />
Approaches<br />
AS6233 Pharmacology <strong>of</strong> Psychoactive 6 15 Nil<br />
Substances<br />
AS6234 Developing Practice: Addiction 6 30 AS5125 (P)<br />
Practicum II<br />
AS6230 Understanding Research<br />
6 15 BC5116 (P)<br />
Methods<br />
AS7329 Coexisting Substance Use and 7 15 BC6232 (P)<br />
Mental Health Problems<br />
AS7328 Becoming Pr<strong>of</strong>essional:<br />
7 30 AS6234 (P)<br />
Addiction Practicum III<br />
BC7330 Group Work Practice 7 15 Nil<br />
AS7330 Working with Diversity 7 15 Nil<br />
AS7331 Gambling and Other Impulse 7 15 Nil<br />
Control Disorders<br />
AS7332 Working with Clients in the 7 15 Nil<br />
Justice System<br />
BC7331 The Dynamics <strong>of</strong> Abuse 7 15 Nil<br />
AS7327 Key Issues in Working with 7 15 Nil<br />
Young People<br />
AS7325 Understanding Evidence-Based 7 15 AS6230 (P)<br />
Practice<br />
AS7326 Research Project 7 15 AS7325 (P)<br />
AS7333 Positive Health Promotion –<br />
Whakapakari Hauora<br />
7 15 Nil<br />
LEARNING AND TEACHING<br />
Lectures - Academic staff members formally present course material to learners and set the<br />
basis for further independent study. Learners may be expected to prepare for lecture topics.<br />
Tutorials - Delivered in small groups to facilitate learning and participation. They provide<br />
learners with the opportunity to work with or without assistance either individually or in<br />
groups.<br />
Online Learning - To provide learning resources, books <strong>of</strong> readings/resources lists,<br />
discussion groups, simulated practice exercises, formative assessments. This approach<br />
enables learners to access learning at times and places most suitable to them.<br />
Workplace Learning - To ensure that learners are exposed to a range <strong>of</strong> addiction practice<br />
and are given opportunities to build their knowledge and skills within a “real” work<br />
environment. They will develop their ability to work with people within an appropriate<br />
organisational context.<br />
Self Directed - To develop independent learning to enable learners to manage their on-going<br />
learning and pr<strong>of</strong>essional development.<br />
Clinical Supervision - Underpins counselling practice and enables review <strong>of</strong> developing<br />
competencies and provides direction for personal or pr<strong>of</strong>essional change.<br />
Reflective Practice - To provide opportunity for learners to identify, understand and if<br />
necessary reformulate understanding.<br />
Simulated Workplace Learning - To develop learners understanding <strong>of</strong> and ability to use<br />
positive practice by mirroring real situations in a safe setting.<br />
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Self and Peer Assessment - To provide development <strong>of</strong> reflective and feedback skills for<br />
learners.<br />
Student Presentations - To encourage research skills, and when working in group develops<br />
collaborative learning skills.<br />
ASSESSMENT PROCEDURES<br />
You need to become familiar with the assessment procedures for your courses and this<br />
Programme. Overall Programme procedures are given below. There may also be course<br />
specific assessment procedures and requirements noted in your Course Outlines.<br />
Please note that all activities that contribute towards your final course grades, and therefore<br />
your qualification completion, are known as assessments (summative assessments to be<br />
precise). There are many different types <strong>of</strong> assessment activities your tutors use in your<br />
courses.<br />
The WelTec Academic Regulations section 7 require that you:<br />
<br />
<br />
make yourself available to undertake all summative assessment items at the time<br />
and place stipulated by the teaching staff responsible for the course<br />
act with integrity (honesty) during assessments. You are expected to:<br />
o Submit material that is your own original work<br />
o Collaborate only as permitted<br />
o Acknowledge contributions from other sources by using APA reference format<br />
(failure to do this correctly may be regarded as plagiarism)<br />
o Keep written and electronic work secure to prevent others from accessing and<br />
copying work<br />
o Understand the definition <strong>of</strong> academic dishonesty and the consequences <strong>of</strong><br />
breaching the regulations (see Academic Regulations S12 Dishonest Practice).<br />
WelTec conducts assessments within rules set out in the following regulations and policies:<br />
The Academic Regulations 2013<br />
o Examination Rules<br />
o Aegrotat regulations<br />
o Grades<br />
o Results<br />
o Challenging Assessment Decisions<br />
o Dishonest Practice in Assessment<br />
o Appeals<br />
Policy 3.05 Assessment Policy<br />
o Definitions<br />
o Guidelines for assessment practice<br />
Policy 3.07 Programme Moderation Policy<br />
o Quality assurance processes before using the assessment activity<br />
o Quality assurance processes after marking to verify marker’s consistency<br />
You may ask your tutors at any time about the quality-assured status <strong>of</strong> the assessment<br />
activities you are asked to complete.<br />
Assessment Rationale<br />
The courses in this <strong>programme</strong> are assessed using achievement-based methods.<br />
The assessment philosophy underpinning this <strong>programme</strong> supports learners to develop a<br />
comprehensive range <strong>of</strong> practice knowledge and skills to support their role as an addiction,<br />
alcohol and drug practitioner. It enables learners to build on the learning from one course to<br />
another and from one level to another. This can be represented as a practice spiral, where<br />
the learning from one course and one level, builds the knowledge and skills in future courses<br />
and levels.<br />
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The assessment rationale supports reflective practice with the inclusion <strong>of</strong> supervised clinical<br />
practice labs, and on site clinical practice assessments <strong>of</strong>ten incorporating pr<strong>of</strong>essional<br />
conversation.<br />
The <strong>programme</strong> uses achievement based assessment to measure student performance, to<br />
assist in the learning process, and to encourage self reflective critical thinking.<br />
Formative assessment will be used to create opportunities for students to practise skills,<br />
evaluate their progress, and obtain constructive feedback from lecturers, supervisors, and<br />
peers to guide improvement and enhance learning.<br />
Summative assessment will be used to obtain evidence <strong>of</strong> the competent achievement <strong>of</strong> the<br />
learning outcomes and to award credit.<br />
Assessment methods include:<br />
• Case Studies, assignments and projects to assess learners’ ability to research relevant<br />
information and data and apply to knowledge base and practice skills for addiction issues,<br />
problems and interventions; locate and organise information, and present views effectively;<br />
and integrate knowledge and theory from a variety <strong>of</strong> sources and exercise judgement<br />
• Journals to assess learners’ ability to learn through reflective processes; and to undertake<br />
self development, and self care practices<br />
• Supervised clinical practice to assess learners’ competence in practice skills – through<br />
direct observation by lecturer and agency supervisor; ethical and culturally responsive<br />
practice; and to integrate theory and practice<br />
• Role plays, group discussion and activities to assess learners’ ability to learn through self<br />
and peer assessment <strong>of</strong> practice skills; learn through group processes; and to integrate<br />
theory and practice<br />
• Pr<strong>of</strong>essional conversations to assess learners’ ability to learn through reflective practices;<br />
and to undertake safe practice, effective supervision and personal development<br />
• Tests and examinations to assess underpinning knowledge; and to provide feedback to<br />
learners on their understanding <strong>of</strong> key philosophical, ethical and theoretical concepts and<br />
knowledge; and to confirm learners’ readiness for progression to higher learning<br />
In relation to summative assessment the BPM policy 3.5 Assessment is clear about the<br />
overall purpose <strong>of</strong> assessment:<br />
• To ensure fair, valid and reliable evaluation <strong>of</strong> student performance for reporting on final<br />
achievement<br />
• To provide for regular and constructive feedback about student progress to both student<br />
and teacher<br />
• To provide for the diagnosis <strong>of</strong> student learning and assessment difficulties<br />
• To enable students to challenge the results <strong>of</strong> assessments where appropriate<br />
• To provide a framework for ensuring that the grades awarded to students accurately<br />
describe their achievement and that grades are used consistently across the institution<br />
Assessment Schedule<br />
Please refer to your Course Outline for the Assessment Schedule for each <strong>of</strong> your Courses.<br />
The Schedule will detail the assessment type (test, assignment, presentation, etc), the topic<br />
being assessed, due dates, and if appropriate the weighting. Any other conditions will also<br />
be noted as they apply to the assessments for that course.<br />
Format Of Assessments<br />
Assessment requirements for these <strong>programme</strong>s are detailed in the Course Descriptors.<br />
Further information regarding assessment criteria can be found in the course outlines, which<br />
are located in your online learning space.<br />
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Assessment Cover Sheets<br />
All assessment work that you submit either in person on paper (ie: printed) or by post must<br />
have a completed Student Assessment Cover Sheet attached. There are two versions:<br />
<br />
<br />
When it is only you making your own submission<br />
http://www.weltec.ac.nz/SH/Generic/SF020_Assessment_Cover_Sheet-Student.pdf<br />
When you are a member <strong>of</strong> a group (only one cover sheet required – all need to sign)<br />
http://www.weltec.ac.nz/SH/Generic/SF023_Assessment_Cover_Sheet-Group.pdf<br />
You need to complete all parts <strong>of</strong> the form, including the declaration, before handing it in.<br />
It is highly recommended that you do this paper based submission process even if you are<br />
invited to make assessment submissions via email.<br />
If your <strong>programme</strong>/course advises you to use the online TurnItIn portal for assessment<br />
submission, then there is no need to submit a Cover Sheet. Please refer to your course<br />
outlines, and the section “Submitting Assignments” below for more information.<br />
Submitting Assessment And Assignment Work<br />
It is essential that you meet the assessment submission deadlines notified in your Course<br />
Outlines' assessment schedules -unless you have pre-arranged for a late submission with<br />
your tutor. Please refer to your course outlines for any penalties for late submission <strong>of</strong><br />
assessments.<br />
Some assessments may have time-related criteria attached to them. Your course outline will<br />
notify you <strong>of</strong> these particular assessments, and the reasons for the time criteria. Lateness,<br />
absence or early departure from these assessments may carry specific penalties.<br />
Some specific course outlines may indicate that you will need to submit your assessments<br />
online using the TurnItIn portal. Please follow the instructions in the Course Outline to<br />
complete this process. Not all courses are using TurnItIn during 2013.<br />
Arranging for Late Submission Of Assessments<br />
In case <strong>of</strong> illness, injury or exceptional circumstances you may request to make a<br />
submission after the assessment due date by submitting a Request for Late Submission<br />
Form to your tutor by the due date. On receiving your Request, your tutor may negotiate a<br />
new submission date/time. Where work has been handed in late without approval, late<br />
assessment submission provisions will apply.<br />
Applying For An Extension Beyond The Course End Date<br />
If you are prevented by illness, injury or exceptional circumstances from completing an<br />
assessment by the course end date, you may apply to the Associate Head <strong>of</strong> School for an<br />
extension to complete the assessment, provided this is not covered by the aegrotat<br />
regulations.<br />
The application is to be made in writing as soon as possible and not later than 48 hours<br />
before the assessment due time and date. The application is made on the WelTec Course<br />
Extension Form available from the Student Information Centre and the WelTec website.<br />
Where there are valid reasons, the Associate Head <strong>of</strong> School may grant an extension for a<br />
period <strong>of</strong> no more than three weeks after the course end date. A longer than three weeks’<br />
extension may be recommended by the Associate Head <strong>of</strong> School to the Board <strong>of</strong> Studies'<br />
Achievement Sub-Committee for approval, where there are extenuating circumstances that<br />
justify a longer extension.<br />
Penalty for Unarranged Late Submission<br />
There will be no late submissions without an agreed arrangement.<br />
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Absence From Supervised Assessments<br />
Arriving at timetabled Assessments more than 30 minutes late may result in your nonadmittance,<br />
causing you to forfeit the submission.<br />
If you are prevented by illness, injury or exceptional circumstances beyond your control from<br />
presenting yourself for an assessment, or you consider that after attempting an assessment<br />
that you were, through illness, injury or exceptional circumstances, unfit to take the<br />
assessment, you may apply for an aegrotat pass. Absence for work-related reasons are not<br />
normally treated as exceptional circumstances.<br />
You must make an application in writing to the Associate Head <strong>of</strong> School for an aegrotat<br />
pass as soon as possible, and no later than five (5) working days after the assessment.<br />
Applications are made on the WelTec Aegrotat Application Form available from the<br />
Information Centre, Resource Centre, and Student Intranet.<br />
Reassessment Of Assessments<br />
Reassessment is available.<br />
For courses with a successful completion criteria <strong>of</strong> 50% in each assessment, students who<br />
do not achieve 50% in an assessment may apply in writing to the Senior Programme Tutor<br />
for a reassessment.<br />
For all courses:<br />
• Only one reassessment per course will be allowed in the trimester <strong>of</strong> enrolment for that<br />
course<br />
• Students who achieve 50% or more on a reassessment will be allocated the minimum pass<br />
mark only for that assessment<br />
• Applications to the Senior Programme Tutor must be made within 5 days <strong>of</strong> notification <strong>of</strong><br />
assessment or course result<br />
• A reassessment fee will be charged.<br />
Assessment Results Notification<br />
Course assessment and final grades are reported using the Grade Key 3 method. Grade<br />
Keys are explained in Appendix 2 <strong>of</strong> the Academic Regulations.<br />
Once your tutor has marked your assessments you will be notified <strong>of</strong> your result.<br />
• If the assessment is in the form <strong>of</strong> a practical in-class demonstration/observation, you are<br />
likely to get your results immediately or shortly after the assessment activity has concluded.<br />
• If the assessment is a supervised test you are able to review your work, but the<br />
assessment is collected and retained by WelTec.<br />
• If you hand in an assignment it is returned to you along with feedback to explain the<br />
reason(s) for the assessment result.<br />
• If you sit a final exam you are able to view your result online at the student results portal:<br />
https://results.weltec.ac.nz within 15 working days.<br />
Results for each assessment are available within 15 working days on WelTec's Student<br />
Results portal at: https://results.weltec.ac.nz.<br />
Use your normal WelTec login and password to access a number <strong>of</strong> items, such as your<br />
assessment results, current course enrolments, and other details.<br />
Challenging Assessment Decisions<br />
If you have reason to believe that the grade or mark for a particular assessment is incorrect,<br />
you should firstly discuss this with your tutor within five (5) working days <strong>of</strong> the return <strong>of</strong> the<br />
assessment.<br />
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Your tutor will provide feedback to clarify why the grade or mark has been awarded and<br />
may, if justified, amend the result.<br />
If you still believe that the mark or grade is incorrect, you should discuss the matter with the<br />
Associate Head <strong>of</strong> School.<br />
For more information on Challenging Assessment Decisions please refer to the WelTec<br />
Academic Regulations 2013 - section 11.<br />
RISK MANAGEMENT, SAFETY AND HEALTH<br />
The monitoring <strong>of</strong> the students on work placement practicum is in accordance with BPM<br />
policy 3.03 Off-site Components.<br />
As an addiction, alcohol and drug practitioner role involves working at times with vulnerable<br />
people in our society, work placement agencies will require a police check before accepting<br />
students. Applicants for the <strong>programme</strong> are required to undergo a police check before<br />
acceptance onto the <strong>programme</strong>. In the event <strong>of</strong> an adverse police report, entry into the<br />
<strong>programme</strong> for the applicant is at the discretion <strong>of</strong> the Associate Head <strong>of</strong> School.<br />
WelTec students share the responsibility <strong>of</strong> maintaining a safe and healthy working<br />
environment whether on campus or studying <strong>of</strong>f-site (See Student Code <strong>of</strong> Conduct, Section<br />
3.4).<br />
ATTENDANCE MATTERS<br />
An objective <strong>of</strong> study with WelTec is to prepare you for your career in industry. Your attitude,<br />
attendance and behaviour are important. Please give your best effort and ensure your<br />
behaviour and attendance reflect your desire to do well.<br />
You should therefore be present on time, fully equipped and, if applicable, dressed and<br />
groomed appropriately for practical sessions.<br />
You are expected to attend all classes and assessments as timetabled. If you are not able to<br />
attend then you should notify your course tutor.<br />
Note that a student on student allowances/living costs who does not:<br />
• meet prescribed attendance requirements, and/or<br />
• disengages in their learning and assessments, and<br />
• does not respond to contact from the institute,<br />
will be notified to Academic Records and Administration. It is your responsibility to inform<br />
StudyLink if you change your study details.<br />
All daytime classes will have a common start time on the hour and must finish by 50 minutes<br />
past the hour, to allow time for students and staff to arrive at their next class on time.<br />
PERSONAL COUNSELLING<br />
You need to organise personal counselling for yourself as follows: 5 hours personal<br />
counselling in year 1, 10 hours in year 2, and 10 hours in year 3. You are required to cover<br />
this cost yourself. You cannot use the Vitae service which contracted by WelTec to provide<br />
general counselling services.<br />
PERSONAL EQUIPMENT AND MATERIALS<br />
You need to have:<br />
• Access to a personal computer with broadband internet access<br />
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REQUIRED TEXTS<br />
HV4495 Bachelor <strong>of</strong> Addiction Studies<br />
Stage One Courses - Required Texts<br />
AS5120 Human Development Across the Lifespan<br />
Berk, L.E. (2009). Development through the lifespan. (5 th ed). Upper Saddle River, NJ :<br />
Pearson Education.<br />
Required text for AS5120 is pack ISBN 9314994201901. This is a shrink-wrapped pack that<br />
includes the text Berk: Development through the lifespan (5 th ed) and an access code to the<br />
MyDevelopment lab, which is required for class. If you purchase the text only you will not<br />
have access to the lab and will be unable to complete required assessments. Please ensure<br />
you purchase the correct ISBN.<br />
AS5123 Psychology for Pr<strong>of</strong>essional Practice<br />
Weiten, W. (2012). Psychology: Themes and variations. (9th ed. rev.). Clifton Park, NY :<br />
Cengage Learning.<br />
Stage Two Courses - Required Texts<br />
AS6232 Motivational Interviewing<br />
Miller, W.R., & Rollnick, S (2013). Motivational Interviewing: Helping People Change (2 nd<br />
ed.). New York: Guilford Press.<br />
STATIONERY REQUIREMENTS<br />
You are required to provide items, such as stationery, for your study <strong>programme</strong>. Tutors will<br />
confirm with you where other equipment and/or materials are required for specific courses or<br />
classes.<br />
OFF-SITE PRACTICAL AND WORKPLACE COMPONENTS<br />
The Bachelor <strong>of</strong> Counselling prepares you to work as competent, critical and reflective<br />
beginning practitioners.<br />
As an applied degree, the workplace components are core to the development <strong>of</strong> integrated<br />
practice and the achievement <strong>of</strong> the aims <strong>of</strong> the <strong>programme</strong>, particularly the "skills to<br />
practise independently and co-operatively within a culturally diverse and ethically appropriate<br />
counselling context".<br />
The aim <strong>of</strong> the workplace component or practicum is also consistent with the degree's<br />
overall philosophy that seeks to educate and train you to work collaboratively with the client<br />
to build and maintain productive counselling relationships that are based on a critical<br />
evaluation <strong>of</strong> a range <strong>of</strong> counselling practice skills.<br />
The <strong>programme</strong> uses both authentic and simulated workplace practice to help build<br />
competent practitioners. The opportunities to practise are built into each level <strong>of</strong> the<br />
<strong>programme</strong>:<br />
• Year One, Level 5 courses provide you with the skills and knowledge to begin to develop<br />
their practice and include an introduction to pr<strong>of</strong>essional roles and responsibilities and<br />
supervision; observational visits to counselling agencies; and simulated counselling practice<br />
• Year Two, Level 6 courses build on the Level 5 courses that have already introduced<br />
person-centred counselling practice and now add the knowledge and skills <strong>of</strong> four main<br />
counselling therapies in a pluralistic framework. A practicum centred on supervised practice<br />
in an approved agency is the key component <strong>of</strong> workplace learning in the 2nd year.<br />
• Year Three, Level 7 courses further develop in-depth understanding and application <strong>of</strong> at<br />
least 2 approaches to counselling practice. As in Year 2, a practicum is the key component<br />
<strong>of</strong> workplace learning.<br />
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The minimum hours for workplace practice are:<br />
• 30 hours at Level 5<br />
• 150 hours at Level 6<br />
• 150 hours at Level 7<br />
The assessment <strong>of</strong> the workplace component is conducted in ways that enable:<br />
• competence in real workplace practice skills to be demonstrated and measured<br />
• evidence <strong>of</strong> competence to be triangulated and collected from observation, supervision,<br />
and assessment in a wide range <strong>of</strong> practice situations<br />
• assessment to contribute to further learning and improved practice.<br />
• direct observation and sign-<strong>of</strong>f by tutor<br />
• cultural competence to be measured as appropriate within the placement<br />
The <strong>programme</strong> complies with Business Policy Manual (BPM) policy 3.03 Off-site<br />
Components.<br />
The purpose <strong>of</strong> this policy is to ensure that the quality <strong>of</strong> teaching and student learning<br />
experience on delivery sites other than WelTec’s is maintained, and that health and safety<br />
issues are addressed. The policy enables WelTec to meet its obligations under the<br />
Consumer Guarantees Act, the Health and Safety in Employment Act and the Accident<br />
Compensation Act.<br />
For the practicum to be educationally effective the policy ensures that:<br />
• the workplace is a safe and effective learning site approved by the Programme Leader,<br />
monitored on a regular basis and evaluated<br />
• the employer, student and supervisor all understand their responsibilities relative to the<br />
purpose and learning outcomes <strong>of</strong> the placement; the ethical, practical, cultural and safety<br />
considerations inherent in the placement<br />
• the student understands the expectations for their participation and behaviour while on the<br />
worksite; how they will be supervised, monitored and assessed<br />
• students maintain journals or workplace diaries as part <strong>of</strong> their learning and assessment<br />
• The tutor monitors the workplace learning and student achievement on regular basis; and<br />
the number <strong>of</strong> hours are directly related to the hours <strong>of</strong> the practicum; a ratio <strong>of</strong> 1 hour<br />
supervision and assessment /10 hours practicum is required<br />
• the assessment <strong>of</strong> practical competence is conducted in association with the workplace<br />
supervisors, who are able to observe a range <strong>of</strong> practice competencies on a regular basis.<br />
The above roles and responsibilities are documented in an individual learning contract<br />
between the you and the employer. This may be in addition to a contract between WelTec<br />
and the employer/agency in situations where there is a close and continuing relationship for<br />
placements.<br />
Pr<strong>of</strong>essional supervision, personal counselling and development and self-care are built into<br />
the practicum and monitored by the agency supervisor and tutor.<br />
You must complete the practicum requirements detailed in courses AS5125 Entering<br />
Pr<strong>of</strong>essional Practice: Addiction Practice I, AS6234 Developing Practicum: Addiction<br />
Practicum II and AS7328 Becoming Pr<strong>of</strong>essional: Addiction Practicum III. This includes a<br />
minimum <strong>of</strong>:<br />
• 30 hours at Level 5<br />
• 150 hours at Level 6<br />
• 150 hours at Level 7<br />
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INFORMED CONSENT AND CONFIDENTALITY<br />
You will be asked to complete a consent form if your photograph is to be used in any WelTec<br />
literature.<br />
All personal information collected and stored by WelTec is kept confidential.<br />
PROGRAMME EVALUATION<br />
WelTec is interested in the experience students have during their time studying. As well as<br />
informal conversations with students, there are three main surveys available to students to<br />
express their views and rate WelTec services.<br />
As a student new to WelTec:<br />
In the first few weeks you will be invited to participate in the WelTec EV1 - First Impressions<br />
survey (www.surveymonkey.com/s/WelTecEV1). This is open to first-time WelTec students,<br />
and asks for your rating <strong>of</strong> and views about your enrolment experience, the initial in-class<br />
experience, and also your experience <strong>of</strong> our online resource systems, Moodle or LearnZone.<br />
During your course time:<br />
Your course outline may indicate that your course will have an EV4 - Teacher and Course<br />
Evaluation (http://www.surveymonkey.com/s/WelTecEV4) undertaken towards the end. This<br />
helps the Programme Team to improve the teaching, the course, and the value <strong>of</strong> the<br />
<strong>programme</strong> to students. Note: you will need a specific 'survey event code' supplied by the<br />
survey administrator to use the EV4 (you can’t do it otherwise).<br />
At the end <strong>of</strong> the <strong>programme</strong> or year:<br />
In the final few weeks <strong>of</strong> the <strong>programme</strong>, or year, you will be invited to participate in the EV3<br />
- Student Satisfaction Survey (www.surveymonkey.com/s/WelTecEV3). This asks you about<br />
your overall experience <strong>of</strong> WelTec's services, the <strong>programme</strong>, teaching, skills development,<br />
career enhancement, and overall satisfaction.<br />
All WelTec surveys are anonymous; we do not ask you for identification. We do however ask<br />
for some demographic information (age range, sex, enrolment types, ethnicity, etc.) in order<br />
to make sense <strong>of</strong> trends for particular student groups.<br />
The outcomes <strong>of</strong> the surveys are reported as aggregated information and tables to the<br />
WelTec Academic Committee. The reports are also made available to students.<br />
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Overview and Programme Specific Information Page 24
COURSE DESCRIPTORS<br />
Course Descriptors are the formally approved documents that describe:<br />
<br />
<br />
<br />
<br />
<br />
<br />
The course title, level, credit value<br />
The aims <strong>of</strong> the course<br />
What you will be learning – the Learning Outcomes that guide the content and<br />
process <strong>of</strong> your learning experiences and activities with your tutor<br />
The assessment activities you need to complete to show how well you have<br />
developed your skills and knowledge against the requirements <strong>of</strong> the Learning<br />
Outcomes<br />
The texts or resources that you are required to purchase. Note: for some courses the<br />
latest texts may be listed either in the Required Texts section above, or in your<br />
Course Outline. If you are not certain, clarify the text or edition with your tutor.<br />
Any external standards that the course is also meeting the requirements <strong>of</strong> (may be<br />
unit standards, pr<strong>of</strong>essional bodies, vendor certifications, etc.)<br />
Course Outlines, which your tutors will provide to you in class, or through LearnZone or<br />
Moodle, contextualise the Descriptors for your particular class for this year. The Outline<br />
should provide you with tutor information, specific course topic schedules, assessment<br />
dates, specific rules and requirements, and other useful information.<br />
The course descriptors for this <strong>programme</strong> make up the rest <strong>of</strong> this Programme Handbook<br />
on the following pages.<br />
Note: Please be aware that it may be that not all courses listed are be <strong>of</strong>fered in any given<br />
trimester or year. For further information on this please contact your Student Advisor.<br />
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Overview and Programme Specific Information Page 25
COURSE TITLE:<br />
Course Number:<br />
Human Development Across the Lifespan<br />
AS5120<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 24<br />
Self-directed with tutorial support<br />
available (live online)<br />
36<br />
Online 30<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
58<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
Total learning hours 150<br />
Aim(s):<br />
To discuss the stages and theories <strong>of</strong> human development with an emphasis on the<br />
New Zealand context. To explore how human behaviour is influenced by genetic<br />
predisposition and the environment throughout the lifespan. To explore the multiple<br />
factors which can influence both positive and negative outcomes, at all stages <strong>of</strong><br />
human development.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Theories <strong>of</strong> human development including: biological, physical, cognitive,<br />
emotional, social and cultural perspectives on human development<br />
Two core themes - nature and nurture in human development within the<br />
context <strong>of</strong> the epigenetic framework<br />
Periods <strong>of</strong> growth and change throughout the lifespan and the influence on<br />
human behaviour <strong>of</strong> different stages <strong>of</strong> human development
Māori perspectives on human development<br />
The impact <strong>of</strong> risk and protective factors on human resilience<br />
Topic 1:<br />
Perspectives on Human Development<br />
Learning Outcome(s):<br />
Students will be able to describe different theoretical perspectives on human<br />
development across the lifespan.<br />
Assessment criteria:<br />
1.1 Biological, physical, cognitive, emotional, social and cultural influences on<br />
human development are identified and their impact on developmental processes<br />
described<br />
1.2 The core themes <strong>of</strong> nature and nurture and their respective impact on human<br />
development is described<br />
1.3 Key aspects <strong>of</strong> the stages <strong>of</strong> the human lifespan (childhood, adolescence,<br />
adulthood, older adult) are identified and described<br />
Topic 2:<br />
Human Development and Human Behaviour<br />
Learning Outcome(s):<br />
Students will be able to use knowledge <strong>of</strong> human development to explain human<br />
behaviour and experience at different stages <strong>of</strong> human development.<br />
Assessment criteria:<br />
2.1 Concepts and theories <strong>of</strong> human development are used to interpret and assess<br />
human situations at different stages <strong>of</strong> development<br />
2.2 Processes associated with the ability to manage crisis, transition and loss at<br />
different stages <strong>of</strong> human development are explained<br />
2.3 The impact <strong>of</strong> life events in relation to the development <strong>of</strong> an individual is<br />
described<br />
Topic 3:<br />
Māori Models <strong>of</strong> Human Development<br />
Learning Outcome(s):<br />
Students will be able to describe traditional Māori concepts <strong>of</strong> human development,<br />
and Māori models <strong>of</strong> practice in human services.<br />
Assessment criteria:<br />
3.1 Behavioural, cultural, wairua/spiritual and social perspectives <strong>of</strong> Maori<br />
human development are described<br />
3.2 Māori models <strong>of</strong> development - including Mason Durie Te<br />
Whare Tapa Wha and Rose Pere Te Wheke models - are described<br />
3.3 The importance <strong>of</strong> the cultural context for human development is described
Topic 4:<br />
Risk, Protection and Human Resilience<br />
Learning Outcome(s):<br />
Students will be able to describe the role or risk and protective factors in influencing<br />
human development.<br />
Assessment criteria:<br />
4.1 The concept <strong>of</strong> human resilience is described<br />
4.2 Protective factors that contribute to physical, cultural, and spiritual well-being<br />
and social development are described<br />
4.3 Intrinsic and environmental risk factors that impact negatively on development<br />
are identified and described<br />
4.4 The role <strong>of</strong> family and social institutions in building social connection, citizenship<br />
and resilience is described<br />
Student Resources:<br />
Compulsory Text<br />
Berk, L. (2010). Development through the lifespan (5th ed.). Boston, MA: Allyn &<br />
Bacon.<br />
Assessment:<br />
Method Learning Outcomes Weightings<br />
Case Study LOI, 2, 50%<br />
Examination LO3, 4 50%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Honouring Te Tiriti o Waitangi<br />
AS5121<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours:<br />
Face-to-face tuition 45<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
78<br />
Tests and examinations 12<br />
Other Marae Visit 15<br />
Total learning hours 150<br />
Aim(s):<br />
To examine the importance <strong>of</strong> Te Tiriti o Waitangi for pr<strong>of</strong>essional practice in<br />
Aotearoa New Zealand. To explore ways in which culturally appropriate pr<strong>of</strong>essional<br />
practice is developed within the context <strong>of</strong> Treaty partnership.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Historical events relating to Te Tiriti o Waitangi (pre and post 1840)<br />
Te Tiriti o Waitangi in contemporary Aotearoa New Zealand<br />
Te Ao Maori – the Maori world and its concepts<br />
Ways in which Aotearoa New Zealand society and organisations have<br />
supported decolonisation from the signing <strong>of</strong> the Treaty through to society<br />
today<br />
Cultural identity and diversity in Aotearoa New Zealand, including the effects<br />
<strong>of</strong> racism on tangata whenua<br />
Personal and pr<strong>of</strong>essional responsibilities and approaches to Treaty<br />
partnerships including how to work within a ‘Treaty Framework’<br />
Culturally responsive approaches and strategies for tangata whenua and<br />
ethnic minorities
Te Reo: comprehension and pronunciation<br />
Topic 1:<br />
The Importance <strong>of</strong> the Treaty<br />
Learning Outcome(s):<br />
Students will be able to discuss the importance <strong>of</strong> the Treaty <strong>of</strong> Waitangi/Te Tiriti o<br />
Waitangi to the historic, current and future development <strong>of</strong> Aotearoa New Zealand.<br />
Assessment criteria:<br />
1.1 Importance <strong>of</strong> the Treaty <strong>of</strong> Waitangi/Te Tiriti o Waitangi to the historic, current<br />
and future development <strong>of</strong> Aotearoa New Zealand is discussed<br />
1.2 Concepts <strong>of</strong> colonisation and decolonisation are discussed in relation to Aotearoa<br />
New Zealand<br />
1.3 Concepts <strong>of</strong> tino rangatiratanga are discussed as they apply to the Treaty,<br />
tangata whenua and the Crown<br />
Topic 2:<br />
Personal Responses to the Treaty<br />
Learning Outcome(s):<br />
Students will be able to describe their personal response to the Treaty <strong>of</strong> Waitangi/Te<br />
Tiriti o Waitangi and Aotearoa New Zealand and discuss how these have contributed<br />
to their worldview.<br />
Assessment criteria:<br />
2.1 Personal response to Te Tiriti o Waitangi and Aotearoa New Zealand is<br />
described<br />
2.2 Values, beliefs and practices that inform own cultural identity are described<br />
2.3 Values, beliefs and practices that inform approaches to working with tangata<br />
whenua and people with ethnicities different from the learner are described<br />
Topic 3:<br />
Culturally Responsive Practice<br />
Learning Outcome(s):<br />
Students will be able to describe elements <strong>of</strong> a culturally responsive practice and<br />
strategies based on Treaty Partnership.<br />
Assessment criteria:<br />
3.1 The elements <strong>of</strong> culturally responsive practice are described<br />
3.2 Treaty partnership strategies that can be applied to practice with clients who<br />
identify as tangata whenua are described<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Method Learning Outcomes Weightings<br />
Written Assignment LO1 40%<br />
Presentation LO2, 3 20%
Written Assignment LO3 40%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment, and attend a<br />
marae visit.
COURSE TITLE:<br />
Course Number:<br />
Society, Social Problems and Social Justice<br />
AS5122<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours:<br />
Face-to-face tuition 48<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
102<br />
Total learning hours 150<br />
Aim(s):<br />
To introduce students to the process <strong>of</strong> thinking sociologically about contemporary<br />
and historical social problems and issues, explore the social construction <strong>of</strong> social<br />
problems and responses to them, and discuss social justice in the context <strong>of</strong><br />
Aotearoa New Zealand society.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
The sociological imagination<br />
Key sociological concepts, theories and theorists<br />
Aotearoa New Zealand: colonisation, the Treaty, social structure, social<br />
change, population dynamics and migration<br />
Social regulation and control<br />
Deviance and conformity<br />
The social construction <strong>of</strong> social problems (eg drug or alcohol misuse; the<br />
physical or sexual abuse <strong>of</strong> children and young people; domestic violence;<br />
and youth suicide)<br />
Social justice, discrimination, social exclusion, indigenous rights and power
Topic 1:<br />
Thinking Sociologically<br />
Learning Outcome(s):<br />
Students will be able to discuss key sociological concepts and/or theories relevant to<br />
understanding contemporary social problems in Aotearoa New Zealand.<br />
Assessment criteria:<br />
1.1 A relevant contemporary social problem/issue affecting Aotearoa New Zealand<br />
society is identified.<br />
1.2 A key sociological concept or theory relevant to understanding the social<br />
problem/issue is described.<br />
1.3 The way in which the key sociological concept and/or theory helps to explain<br />
the social problem is discussed.<br />
Topic 2:<br />
Social Problems/Issues, Social Policy and Social Change<br />
Learning Outcome(s):<br />
Students will be able to discuss how public perceptions <strong>of</strong> contemporary social<br />
problems/issues (and policy and legislative responses to them) have been socially<br />
influenced over time.<br />
Assessment criteria:<br />
2.1 A relevant contemporary social problem is identified<br />
2.2 Changes in public perception <strong>of</strong> the social problem/issue - and policy and<br />
legislative responses to it - are identified and discussed<br />
2.3 A key sociological concept or theory relevant to understanding changes in public<br />
perception <strong>of</strong> the social problem - and policy and legislative responses to it - is<br />
identified and defined<br />
2.4 Key sociological concepts and/or theories are applied through self-reflection to<br />
explain changes in own personal perceptions <strong>of</strong> current social problems<br />
Topic 3:<br />
Social Justice<br />
Learning Outcome(s):<br />
Students will be able to discuss the different meanings <strong>of</strong> social justice and the social<br />
justice issues that underpin contemporary social problems in Aotearoa New Zealand.<br />
Assessment criteria:<br />
3.1 The concept <strong>of</strong> social justice in the context <strong>of</strong> Aotearoa New Zealand is<br />
discussed<br />
3.2 The social justice issues underpinning a contemporary social problem/issue in<br />
Aotearoa New Zealand are identified and discussed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 70%<br />
Presentation LO3 30%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Psychology for Pr<strong>of</strong>essional Practice<br />
AS5123<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 48<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
100<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
Total learning hours 150<br />
Aim<br />
To provide students with an introductory level <strong>of</strong> knowledge in psychology relevant to<br />
working as an addiction or counselling practitioner.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Biological bases <strong>of</strong> human behaviour<br />
Psychology <strong>of</strong> human learning and memory<br />
Emotion and motivation<br />
Social and cultural context <strong>of</strong> human behaviour<br />
Topic 1:<br />
The Biological Bases <strong>of</strong> Behaviour<br />
Learning Outcome(s):<br />
Students will be able to discuss the relevance <strong>of</strong> knowledge <strong>of</strong> the biological bases <strong>of</strong><br />
behaviour for pr<strong>of</strong>essional practice.
Assessment criteria:<br />
1.1 Basic brain and nervous system structures and functions are identified<br />
1.2 The relationship between brain activity and behaviour is described<br />
1.3 The relevance <strong>of</strong> an understanding <strong>of</strong> the biological bases <strong>of</strong> behaviour for<br />
pr<strong>of</strong>essional practice as an addiction or counselling practitioner is<br />
discussed<br />
Topic 2:<br />
Human Learning and Memory<br />
Learning Outcome(s):<br />
Students will be able to discuss the relevance <strong>of</strong> an understanding <strong>of</strong> the relationship<br />
between human learning and memory for pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
2.1 The relationship between learning and memory is identified and described<br />
drawing on a contemporary theory or model.<br />
2.2 The relevance <strong>of</strong> an understanding <strong>of</strong> the relationship between learning and<br />
memory for pr<strong>of</strong>essional practice as an alcohol and drug or counselling<br />
practitioner is discussed.<br />
Topic 3:<br />
Motivation and Emotion<br />
Learning Outcome(s):<br />
Students will be able to discuss the relevance <strong>of</strong> an understanding <strong>of</strong> human<br />
motivation and emotion for pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
3.1 Contemporary theories or model <strong>of</strong> motivation and emotion are identified and<br />
described<br />
3.2 The relevance <strong>of</strong> theories <strong>of</strong> motivation and emotion for pr<strong>of</strong>essional practice as<br />
an addiction or counselling practitioner is discussed<br />
Topic 4:<br />
The Social and Cultural Context <strong>of</strong> Human Psychology<br />
Learning Outcome(s):<br />
Students will be able to identify and discuss the influence <strong>of</strong> social and cultural<br />
contexts on human psychological processes.<br />
Assessment criteria:<br />
4.1 The influence <strong>of</strong> social psychological processes on human psychology is<br />
identified and discussed<br />
4.2 Cultural influences, and cross-cultural differences on human psychological<br />
processes are identified and discussed
Student Resources:<br />
Compulsory Text<br />
Weiten, W. (2010). Psychology: themes and variations. (8th. ed.). Belmont, CA:<br />
Wadsworth, Cengage Learning.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2, 3 70%<br />
Exam LO4 30%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Introduction to Addiction Studies<br />
AS5124<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 48<br />
Self-directed with tutorial support<br />
available<br />
Online 18<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
82<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with an introductory overview <strong>of</strong> the field <strong>of</strong> drug and alcohol<br />
studies.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
<br />
Historical trends in drug and alcohol use in New Zealand.<br />
Perspectives on policy, prevention and treatment responses over time.<br />
Theories <strong>of</strong> addiction and recovery.<br />
The social and cultural context <strong>of</strong> addiction.<br />
Legal and pharmacological classifications <strong>of</strong> psychoactive drugs associated<br />
with problem usage.<br />
Topic 1:<br />
Historical Trends in Alcohol and Drug Use in New Zealand<br />
Learning Outcome(s):<br />
Students will be able to discuss the main historical trends in alcohol and drug use in
New Zealand and the legislative, policy and treatment responses.<br />
Assessment criteria:<br />
1.1 The main historical trends in alcohol and drug use in New Zealand are<br />
described<br />
1.2 Key legislative, policy and treatment responses are identified and discussed<br />
Topic 2:<br />
Understanding Addiction<br />
Learning Outcome(s):<br />
Students will be able to discuss the key conceptual models, theories and issues<br />
associated with alcohol and drug addiction and the relevance <strong>of</strong> the social and<br />
cultural context <strong>of</strong> addiction.<br />
Assessment criteria:<br />
2.1 Key conceptual models, theories and issues associated with addiction and<br />
addictive behaviours are identified and discussed<br />
2.2 The relevance <strong>of</strong> the social and cultural context <strong>of</strong> addiction and addictive<br />
behaviours is explained<br />
Topic 3:<br />
Legal and Pharmacological Classifications<br />
Learning Outcome(s):<br />
Students will be able to identify and describe the current legal and pharmacological<br />
classifications <strong>of</strong> psychoactive drugs associated with problem usage.<br />
Assessment criteria:<br />
3.1 The current legal classifications <strong>of</strong> psychoactive drugs associated with problem<br />
usage are identified and described.<br />
3.2 The current pharmacological classifications <strong>of</strong> psychoactive drugs associated<br />
with problem usage are identified and described<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 70%<br />
Examination LO3 30%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Entering Pr<strong>of</strong>essional Practice: Addiction Practicum I<br />
AS5125<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites:<br />
Nil<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment 3<br />
Supervised work experience 27<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other:<br />
58<br />
Total learning hours 150<br />
Aim(s):<br />
This course aims to introduce students to pr<strong>of</strong>essional practice and the capabilities <strong>of</strong><br />
pr<strong>of</strong>essional knowledge; skilled intervention; cultural safety and diversity; legal and<br />
ethical practice; organisation and management; and pr<strong>of</strong>essional development.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
Pr<strong>of</strong>essional Knowledge: the use <strong>of</strong> practice theory, processes and tools to<br />
interpret and make sense <strong>of</strong> practice situations<br />
Skilled Intervention: how to establish and maintain caring, therapeutic<br />
relationships and communicate effectively with clients<br />
Cultural Safety and Diversity: defining cultural safety and the ways in which<br />
pr<strong>of</strong>essional practice can diminish, demean or disempower the cultural<br />
identity and wellbeing <strong>of</strong> a client
Legal and Ethical Practice: the legislative and statutory framework<br />
underpinning pr<strong>of</strong>essional practice; and the relevant pr<strong>of</strong>essional code <strong>of</strong><br />
ethics, principles and values<br />
Organisation and Management: recording, report writing, contracting, client<br />
referral, workload management, and self-care<br />
Pr<strong>of</strong>essional Development: functions <strong>of</strong> pr<strong>of</strong>essional supervision; the roles <strong>of</strong><br />
supervisor and supervisee; cross-cultural issues; framework to support<br />
reflective practice<br />
Topic 1:<br />
Pr<strong>of</strong>essional Knowledge<br />
Learning Outcome(s):<br />
Student will be able to describe the ways in which a particular practice theory,<br />
process or tool can help interpret a pr<strong>of</strong>essional practice situation.<br />
Assessment criteria:<br />
1.1 A practice theory, process or tool is described<br />
1.2 The way in which the practice theory, process or tool can help interpret a<br />
pr<strong>of</strong>essional practice situation is described<br />
Topic 2:<br />
Skilled Intervention<br />
Learning Outcome(s):<br />
Students will be able to describe the key skills necessary to establish and maintain<br />
caring, therapeutic relationships and communicate effectively with clients.<br />
Assessment criteria:<br />
2.1 The key skills necessary to establish caring, therapeutic relationships are<br />
described<br />
2.2 The key skills necessary to maintain caring, therapeutic relationships are<br />
described<br />
2.3 The key skills necessary to communicate effectively with clients are described<br />
Topic 3:<br />
Cultural Safety and Diversity<br />
Learning Outcome(s):<br />
Students will be able to define cultural safety and describe the ways in which<br />
pr<strong>of</strong>essional practice can diminish, demean or disempower the cultural identity and<br />
wellbeing <strong>of</strong> a client.<br />
Assessment criteria:<br />
3.1 Cultural safety is defined accurately<br />
3.2 At least three ways in which pr<strong>of</strong>essional practice can diminish, demean or<br />
disempower the cultural identity and wellbeing <strong>of</strong> a client are described<br />
Topic 4:<br />
Legal and Ethical Practice<br />
Learning Outcome(s):<br />
Students will be able to recognise the legislative and statutory frameworks, ethical<br />
codes, values and principles relevant to pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
4.1 The key elements <strong>of</strong> the legislative and statutory framework underpinning the<br />
relevant pr<strong>of</strong>essional practice area are recognised, including any relevant
international codes and conventions<br />
4.2 The key elements <strong>of</strong> the relevant pr<strong>of</strong>essional code <strong>of</strong> ethics and associated<br />
principles and values are recognised<br />
Topic 5:<br />
Organisation and Management<br />
Learning Outcome(s):<br />
Students will be able to recognise the main methods used to effectively manage and<br />
organise pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
5.1 The main methods used to effectively manage and organise practice in the<br />
relevant pr<strong>of</strong>essional area are recognised<br />
5.2 The methods include methods <strong>of</strong> recording, report writing, contracting, client<br />
referral, workload management, and self-care<br />
Topic 6:<br />
Pr<strong>of</strong>essional Development<br />
Learning Outcome(s):<br />
Students will be able to describe the main functions <strong>of</strong> pr<strong>of</strong>essional supervision, the<br />
respective roles <strong>of</strong> supervisor and supervisee, and the cross-cultural issues that<br />
might influence supervisory practice. Students will also be able to describe a<br />
framework to support reflective practice.<br />
Assessment criteria:<br />
6.1 The main functions <strong>of</strong> pr<strong>of</strong>essional supervision are described<br />
6.2 The respective roles <strong>of</strong> supervisor and supervisee are described<br />
6.3 Cross-cultural issues that might influence supervisory practice are described<br />
6.4 A framework to support reflective practice is described<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2, 3 50%<br />
Multiple Choice<br />
Examination<br />
LO4, 5 30%<br />
Written Assignment LO6 20%
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.<br />
Students must complete 30 hours <strong>of</strong> supervised work experience.
COURSE TITLE:<br />
Course Number:<br />
Information Literacy<br />
BC5116<br />
Level: 5<br />
Credits: 15<br />
Pre or Co requisites:<br />
Nil<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 36<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
36<br />
78<br />
Total learning hours 150<br />
Aim(s):<br />
To introduce students to the knowledge and skills required to recognise when<br />
information is needed and to have the capability to access, evaluate, manage and<br />
apply information to practice-related problems. It will also promote understanding <strong>of</strong><br />
the legal, ethical and cultural issues associated with information use<br />
The learning outcomes and assessment criteria included in this course are based on<br />
the Australian and New Zealand Information Literacy Framework 1 which is in turn<br />
derived from the US Information Literacy Competency Standards for Higher<br />
Education 2 .<br />
1 http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf<br />
2 http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Topic(s) or summary <strong>of</strong> content:<br />
Identifying information needs: including defining practice questions; and<br />
identifying information sources.<br />
Accessing information: including information gathering methods and search<br />
strategies.<br />
Evaluating information: including critical appraisal <strong>of</strong> information located; and<br />
<strong>of</strong> information gathering and search strategies.<br />
Organising information: including classifying, organising and storing<br />
information.<br />
Integrating and applying information: integrating new information with existing<br />
knowledge to create new understandings.<br />
Legal, ethical and cultural issues: including awareness <strong>of</strong> the cultural, ethical,<br />
economic, legal, and social issues surrounding the use <strong>of</strong> information.<br />
Topic 1:<br />
Identifying Information Needs<br />
Learning Outcome(s):<br />
Students will be able to recognize the need for information and determine the nature<br />
and extent <strong>of</strong> the information needed.<br />
Assessment criteria:<br />
1.1 A practice related question is defined and articulated<br />
1.2 An appropriate range <strong>of</strong> possible information sources is identified<br />
Topic 2:<br />
Accessing Information<br />
Learning Outcome(s):<br />
Students will be able to find needed information effectively and efficiently.<br />
Assessment criteria:<br />
2.1 Appropriate methods and tools for accessing information are selected<br />
2.2 An effective search strategy is implemented<br />
2.3 Relevant information is obtained<br />
Topic 3:<br />
Evaluating Information<br />
Learning Outcome(s):<br />
Students will be able to evaluate information and the information seeking process.<br />
Assessment criteria:<br />
3.1 The usefulness <strong>of</strong> information obtained is assessed<br />
3.2 Criteria for evaluating the authority and credibility <strong>of</strong> information are applied<br />
3.3 The information seeking process is reflected upon and assessed<br />
Topic 4:<br />
Organising Information<br />
Learning Outcome(s):<br />
Students will be able to manage and organise the information collected or generated.<br />
Assessment criteria:<br />
4.1 Information and sources are recorded in a manner that supports their purpose<br />
and format<br />
4.2 Information is appropriately organised, classified and stored
Topic 5:<br />
Integrating and Applying Information<br />
Learning Outcome(s):<br />
Students will be able to apply prior and new information to construct new concepts or<br />
create new understandings.<br />
Assessment criteria:<br />
5.1 New understanding is compared and integrated with prior knowledge to<br />
determine the value added, contradictions, or other unique characteristics <strong>of</strong> the<br />
information<br />
5.2 Knowledge and new understandings are communicated effectively<br />
Topic 6:<br />
Legal, Ethical and Cultural Issues<br />
Learning Outcome(s):<br />
Students will be able to use information with understanding and acknowledge<br />
cultural, ethical, economic, legal, and social issues surrounding the use <strong>of</strong><br />
information.<br />
Assessment criteria:<br />
6.1 Cultural and ethical issues related to access to, and use <strong>of</strong> information are<br />
recognised<br />
6.2 The relationship between information, values and beliefs is recognised<br />
6.3 Conventions and etiquette related to access to, and use <strong>of</strong>, information are<br />
recognised<br />
6.4 Legal requirements for the storage, and dissemination <strong>of</strong> information (including<br />
text, data, images, or sounds) are recognised<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Project LO1, 2, 3 50%<br />
Group Presentation LO4, 5 30%<br />
Written Assignment LO6 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Client Centred Practice Skills<br />
Course Number: BC 5117<br />
Level: 5<br />
Credits: 15<br />
Co requisites:<br />
AS5125 Entering Pr<strong>of</strong>essional Practice: Addiction<br />
Practicum I<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 10<br />
Self-directed with tutorial support<br />
available<br />
20<br />
Online<br />
Supervised Clinical Practice Lab 50<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
70<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
Total learning hours 150<br />
Aim(s):<br />
To provide an introduction to the principles and skills <strong>of</strong> client-centred practice based<br />
on the work <strong>of</strong> Carl Rogers whose concepts and theories <strong>of</strong> person-centred practice<br />
underpin many counselling approaches.<br />
Students will practise skills in a supervised learning environment, and competence<br />
will be measured at a beginning practitioner level.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
An introduction to client centred theory highlighting the role <strong>of</strong> empathy,<br />
unconditional positive regard and congruence within the model <strong>of</strong> conditions<br />
<strong>of</strong> worth and development <strong>of</strong> actualised self.<br />
Experiencing and deepening the experience <strong>of</strong> counselling: being a client in<br />
a peer context as well as a counsellor and observer.<br />
Structuring a counselling meeting and building a collaborative relationship.<br />
Close tracking a client’s feelings and meanings within their frame <strong>of</strong>
eference.<br />
Exploring blocks to acceptance, varying depths to empathy and the<br />
challenges and risks <strong>of</strong> congruence.<br />
Reviewing and ending a counselling session.<br />
Topic 1:<br />
Client Centred Theory in Counselling<br />
Learning Outcome(s):<br />
Students will be able to define counselling, micro-counselling skills and<br />
communication skills for the New Zealand context and for their own pr<strong>of</strong>essional<br />
practice. They will be able to explain what client centred counselling involves, and<br />
how counselling differs from other forms <strong>of</strong> communication within related pr<strong>of</strong>essions.<br />
Assessment criteria:<br />
1.1 Counselling, micro-counselling and communication skills are described for the<br />
New Zealand context, and include the definitions <strong>of</strong> pr<strong>of</strong>essional bodies such as<br />
NZAC, DAPAANZ<br />
1.2 Examples <strong>of</strong> the application <strong>of</strong> these skills for pr<strong>of</strong>essional practice are described<br />
1.3 Key client centred practice concepts and theory <strong>of</strong> change are described<br />
1.4 The core conditions for therapeutic change are described: empathy,<br />
unconditional positive regard and congruence within the model <strong>of</strong> conditions <strong>of</strong><br />
worth and the development <strong>of</strong> actualised self<br />
Topic 2:<br />
Experiencing Counselling<br />
Learning Outcome(s):<br />
Students will be able to adopt the role <strong>of</strong> client, counsellor and observer, and practise<br />
providing the core conditions <strong>of</strong> client centred practice to each other, giving<br />
constructive feedback in the role <strong>of</strong> observer, and be able to be a client.<br />
Students will be able to demonstrate the key micro-counselling skills that underpin<br />
counselling practice such as: deep attentive listening, reflecting back key meanings<br />
through summarising and paraphrasing encouraging, and questioning, from a<br />
position <strong>of</strong> a respectful pr<strong>of</strong>essional rather than a position <strong>of</strong> authority.<br />
Assessment criteria:<br />
2.1 The roles <strong>of</strong> the counsellor and client and observer are described; and the<br />
conditions <strong>of</strong> role play, observation, and feedback explained<br />
2.2 Practice counselling sessions are undertaken to demonstrate the application <strong>of</strong><br />
client centred practice core conditions and appropriate micro-counselling skills<br />
2.3 Constructive feedback is given to counsellor practice roles and skills learned are<br />
identified<br />
Topic 3:<br />
Structuring a Counselling Meeting that Builds a Collaborative<br />
Relationship<br />
Learning Outcome(s):<br />
Students will be able to demonstrate an ability to welcome clients, create a safe<br />
contained space for them, explain principles such as confidentiality, and begin to
develop a therapeutic relationship.<br />
Assessment criteria:<br />
3.1 Clients are welcomed, and ethical and confidential practice principles are<br />
explained and agreed<br />
3.2 Client purpose focus and boundaries are established and issues that may impact<br />
on client safety are identified<br />
3.3 Client preferences with regard to counselling tasks, methods and outcomes are<br />
discussed and agreed<br />
3.4The application <strong>of</strong> client centred core conditions is demonstrated, and confirms<br />
student understanding <strong>of</strong> the difference between taking an expert role and<br />
encouraging client autonomy<br />
3.5 Client confirms the use <strong>of</strong> empathy, unconditional positive regard and promotion<br />
<strong>of</strong> congruent expression<br />
3.6 Constructive feedback is given to counsellor practice roles, and skills learned are<br />
identified<br />
Topic 4:<br />
Close Tracking a Client’s Feelings and Meanings<br />
Learning Outcome(s):<br />
Students will, be able to demonstrate active listening skills, attend to a client’s<br />
feelings, follow sensitively what the client means and check verbally on the closeness<br />
<strong>of</strong> tracking with the client.<br />
Assessment criteria:<br />
4.1 The need for openness and sensitivity to different client contexts is described:<br />
culture, lifecycle, gender, sexual orientation<br />
4.2 Active listening skills are practised and client confirms the accuracy <strong>of</strong><br />
summary <strong>of</strong> what was expressed<br />
4.3 Empathy is demonstrated and communicated to the client via close tracking <strong>of</strong><br />
the client’s frame <strong>of</strong> reference, meaning and feelings<br />
4.4 A vocabulary <strong>of</strong> feelings and sensitivity to the client’s changing frame <strong>of</strong> reference<br />
are communicated, and the client responds positively and confirms accuracy <strong>of</strong><br />
counsellor perception<br />
4.5 Constructive feedback is given to counsellor practice roles, and skills learned are<br />
identified<br />
Topic 5:<br />
Awareness <strong>of</strong> Personal Responses<br />
Learning Outcome(s):<br />
Students will begin to differentiate self and other’s frame <strong>of</strong> reference in the<br />
counselling relationship by developing awareness <strong>of</strong> own responses and learning<br />
when to share these in the service <strong>of</strong> the client.<br />
Students will also be able to discuss how personal issues can interfere with the<br />
counselling process and how to manage these.
Assessment criteria:<br />
5.1 An understanding <strong>of</strong> the role, importance and complexity <strong>of</strong> positive regard,<br />
empathy and congruence is demonstrated<br />
5.2 Willingness and ability to identify, explore and discuss own issues and responses<br />
that block positive regard, empathy and congruence are demonstrated in group<br />
or individual discussion<br />
5.3 Strategies for appropriate management <strong>of</strong> own responses and issues are<br />
Identified<br />
Topic 6: Managing the Ending <strong>of</strong> a Counselling Session<br />
Learning Outcome(s):<br />
Students will be able to finish a counselling session in an appropriate manner.<br />
Assessment criteria:<br />
6.1 A keen awareness <strong>of</strong> time is demonstrated<br />
6.2 The counselling session and outcomes are collaboratively reviewed<br />
6.3 Client groundedness and readiness to end the session and re-enter the<br />
social world is checked, and grounding methods are applied as necessary<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1 30%<br />
Demonstration, and Tutor<br />
Observation<br />
LO2, 3, 4, 5, 6 70%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Understanding Research Methods<br />
AS6230<br />
Level: 6<br />
Credits: 15<br />
Pre requisites:<br />
BC5116 Information Literacy<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 54<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
94<br />
Total learning hours 150<br />
Aim(s):<br />
To explore approaches to the design <strong>of</strong> research in the human services.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Formulating a research question<br />
Research design: including qualitative and quantitative approaches; data<br />
collection methods and sampling strategies<br />
Research ethics: including legislative requirements; informed consent and the<br />
ethics <strong>of</strong> research with human subjects<br />
Data analysis and reporting: including qualitative and quantitative approaches
Topic 1:<br />
The Research Question<br />
Learning Outcome(s):<br />
Students will be able to formulate clear, specific and relevant research questions that<br />
are capable <strong>of</strong> being answered and relate to problems or issues in a particular<br />
human service practice area.<br />
Assessment criteria:<br />
1.1 A contemporary problem or issue in a particular human service practice area is<br />
identified<br />
1.2 A range <strong>of</strong> possible research questions, and their related research purposes is<br />
described<br />
1.3 A clear, specific and relevant research question is identified along with a rationale<br />
for its selection<br />
Topic 2:<br />
Research Design<br />
Learning Outcome(s):<br />
Students will be able to describe the relationship between research questions,<br />
research methods and sampling strategies used to carry out research in the human<br />
services.<br />
Assessment criteria:<br />
2.1 The distinction between qualitative and quantitative research methods is defined<br />
and relevant contexts for their use in a particular area <strong>of</strong> human service practice<br />
are identified<br />
2.2 A method <strong>of</strong> data collection that could be used in the context <strong>of</strong> a particular<br />
research design to answer a specific research question is described and its<br />
strengths and limitations are identified<br />
2.3 A sampling strategy relevant to a specific research question and methodology is<br />
assessed<br />
Topic 3:<br />
Research Ethics<br />
Learning Outcome(s):<br />
Students will be able to identify the ethical and legal requirements <strong>of</strong> research in a<br />
particular area <strong>of</strong> human service practice.<br />
Assessment criteria:<br />
3.1 Key ethical issues in research with human subjects in a particular area <strong>of</strong> human<br />
service practice are discussed<br />
3.2 Processes for ensuring ethical research practice in a particular area <strong>of</strong> human<br />
service practice are identified<br />
3.3 Legislative requirements associated with research data collection, use,<br />
disclosure, storage and access are identified<br />
Topic 4:<br />
Data Analysis<br />
Learning Outcome(s):<br />
Students will be able to apply procedures used to analyse qualitative and quantitative<br />
data in a particular area <strong>of</strong> human service practice.<br />
Assessment criteria:<br />
4.1 Procedures for the analysis <strong>of</strong> quantitative and qualitative data are described<br />
4.2 A qualitative or quantitative data set derived from research in a particular area <strong>of</strong><br />
human service practice is analysed using appropriate procedures<br />
4.3 Findings from data analysis are presented in a report to a group <strong>of</strong> peers along
with an assessment <strong>of</strong> the limitations <strong>of</strong> the findings<br />
Student Resources:<br />
Compulsory Text<br />
Neuman, L. W. (2008). Understanding research, :Pearson Education<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 3 50%<br />
Test LO2, 4 50%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Assessment and Intervention Planning<br />
AS6231<br />
Level: 6<br />
Credits: 15<br />
Pre requisites:<br />
AS5124 Introduction to Addiction Studies<br />
BC5117 Client Centred Practice Skills<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 30<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab 18<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
102<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with the understanding and competence necessary for effective<br />
assessment and intervention with clients affected by alcohol and drug related<br />
problems.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Assessment strategies and screening tools for alcohol and drug addiction<br />
Planning for culturally appropriate assessment and intervention<br />
Conducting comprehensive alcohol and drug assessments<br />
Intervention strategies for alcohol and drug related problems<br />
Conducting intervention plans<br />
Working in partnership with clients, families whānau and communities
Topic 1:<br />
Conducting Comprehensive Alcohol and Drug Assessments<br />
Learning Outcome(s):<br />
Students will be able to use alcohol and drug assessment strategies and screening<br />
tools to conduct a comprehensive alcohol and drug assessment.<br />
Assessment criteria:<br />
1.1 Processes and tools for the assessment and screening <strong>of</strong> people with alcohol<br />
and drug related problems are identified and described<br />
1.2 A culturally safe and appropriate environment for conducting screening or<br />
assessment is established with a client<br />
1.3 A comprehensive and culturally appropriate alcohol and drug assessment is<br />
conducted and an accurate assessment report is drafted<br />
Topic 2:<br />
Understanding Intervention Strategies<br />
Learning Outcome(s):<br />
Students will be able to <strong>of</strong>fer a detailed explanation <strong>of</strong> a range <strong>of</strong> intervention<br />
strategies for addressing different types <strong>of</strong> alcohol and drug related problems.<br />
Assessment criteria:<br />
2.1 A range <strong>of</strong> alcohol and drug intervention strategies are explained including<br />
strategies that incorporate indigenous perspectives<br />
2.2 The application <strong>of</strong> particular strategies to specific alcohol and drug related<br />
problems is assessed and explained<br />
Topic 3:<br />
Preparing an Intervention Plan<br />
Learning Outcome(s):<br />
Students will be able to prepare an intervention plan in consultation with a client,<br />
based on the results <strong>of</strong> assessment and screening, and making use <strong>of</strong> appropriate<br />
intervention strategies.<br />
Assessment criteria:<br />
3.1 An intervention plan for a client with alcohol and drug related problems is<br />
prepared<br />
3.2 The plan is based on the results <strong>of</strong> accurate screening and assessment and<br />
takes into account cultural issues<br />
3.3 The plan is prepared in consultation with the client and significant others<br />
3.4 The plan makes use <strong>of</strong> appropriate intervention strategies<br />
Topic 4:<br />
Working Effectively with Clients, Families and Communities<br />
Learning Outcome(s):<br />
Students will be able to present and evaluate strategies to promote client<br />
participation, and to incorporate family, whānau, community and cultural perspectives<br />
into work with clients with drug and alcohol problems.<br />
Assessment criteria:<br />
4.1 Strategies to ensure the active involvement <strong>of</strong> the client in in all aspects <strong>of</strong><br />
assessment and intervention are presented and evaluated<br />
4.2 Strategies for partnership work with family and whānau to support recovery and<br />
wellbeing are presented and evaluated
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 50%<br />
Case Study LO3 2%<br />
Case Study LO4 25%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Motivational Interviewing<br />
AS6232<br />
Level: 6<br />
Credits: 15<br />
Pre requisites:<br />
BC5117 Client Centred Practice Skills<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 40<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab 30<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
78<br />
Total learning hours 150<br />
Aim(s):<br />
To enable students to: develop an understanding <strong>of</strong> the foundation theory and<br />
principles <strong>of</strong> motivational interviewing; acquire skills in the use <strong>of</strong> broader strategies<br />
and complex techniques in the practice <strong>of</strong> motivational interviewing; appreciate the<br />
cultural context for motivational interviewing and ensure the cultural safety <strong>of</strong> clients.<br />
Topic(s) or summary <strong>of</strong> content:<br />
The theory and principles <strong>of</strong> motivational interviewing<br />
The broader strategies and complex techniques motivational interviewing<br />
Cultural contexts, cultural safety and motivational interviewing
Topic 1:<br />
The Theory and Principles <strong>of</strong> Motivational Interviewing<br />
Learning Outcome(s):<br />
Students will be able to discuss the theoretical foundations and central principles <strong>of</strong><br />
motivational interviewing, and assess the use <strong>of</strong> the “Cycle <strong>of</strong> Change” as a<br />
framework to assess motivation to change.<br />
Assessment criteria:<br />
1.1 The theoretical foundations and central principles <strong>of</strong> motivational interviewing are<br />
identified and discussed<br />
1.2 The “Cycle <strong>of</strong> Change” as a framework for assessing motivation to change is<br />
assessed<br />
Topic 2:<br />
The Skills and Strategies <strong>of</strong> Motivational Interviewing<br />
Learning Outcome(s):<br />
Students will be able to apply the broader strategies and complex techniques <strong>of</strong><br />
motivational interviewing and propose a pr<strong>of</strong>essional development plan to improve<br />
own practice as a motivational interviewer.<br />
Assessment criteria:<br />
2.1 The broader strategies and complex techniques <strong>of</strong> motivational interviewing are<br />
identified and explained<br />
2.2 The broader strategies and complex techniques <strong>of</strong> motivational interviewing are<br />
used to assist a client explore and resolve ambivalence and move towards<br />
change<br />
2.3 Own use <strong>of</strong> the broader strategies and complex techniques <strong>of</strong> motivational<br />
interviewing is reflected upon, evaluated, and a plan to improve own practice is<br />
proposed<br />
Topic 3: Cultural Contexts, Cultural Safety and Motivational<br />
Interviewing<br />
Learning Outcome(s):<br />
Students will be able to propose and evaluate strategies to ensure the cultural safety<br />
<strong>of</strong> clients involved in motivational interviewing.<br />
Assessment criteria:<br />
3.1 The influence <strong>of</strong> different cultural contexts on motivational interviewing is<br />
discussed<br />
3.2 The concept <strong>of</strong> cultural safety is described and its relevance for motivational<br />
interviewing is explained<br />
3.3 Strategies to ensure the cultural safety <strong>of</strong> clients in motivational interviewing are<br />
proposed and evaluated<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1 40%<br />
Tutor observation, video or<br />
audio tape<br />
LO2, 3 40%<br />
Pr<strong>of</strong>essional conversation LO1, 2, 3 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
The Pharmacology <strong>of</strong> Psychoactive Substances<br />
AS6233<br />
Level: 6<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 36<br />
Self-directed with tutorial support<br />
available<br />
Online 24<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 3<br />
Other<br />
(State)……………………………..<br />
87<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with knowledge and clinical skills in: the pharmacology <strong>of</strong><br />
psychoactive substances; the role <strong>of</strong> pharmacotherapy; and the key characteristics <strong>of</strong><br />
opioid dependence and opioid substitution treatment.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
The effects and mechanisms <strong>of</strong> action <strong>of</strong> commonly used psychoactive<br />
substances<br />
The psychopharmacology <strong>of</strong> dependence for different classes <strong>of</strong> drugs<br />
including opioids<br />
The role <strong>of</strong> pharmacotherapy at different stages in the treatment process<br />
Key features <strong>of</strong> opioid dependence and opioid substitution treatment in New<br />
Zealand and internationally
Topic 1:<br />
Pharmacology and psychoactive substances<br />
Learning Outcome(s):<br />
Students will be able to explain the main effects and mechanisms <strong>of</strong> action <strong>of</strong><br />
commonly used psychoactive substances.<br />
Assessment criteria:<br />
1.1 The main pharmacological effects <strong>of</strong> commonly used psychoactive substances<br />
are identified and described<br />
1.2 The underlying pharmacological processes and mechanisms associated with the<br />
use <strong>of</strong> commonly used psychoactive substances are explained<br />
1.3 The effects and interactions <strong>of</strong> medications administered to drug users with coexisting<br />
conditions are identified and described<br />
Topic 2:<br />
Psychopharmacology<br />
Learning Outcome(s):<br />
Students will be able to explain the psychopharmocology <strong>of</strong> dependence for different<br />
classes <strong>of</strong> drugs including opioids.<br />
Assessment criteria:<br />
2.1 The psychopharmocology <strong>of</strong> dependence <strong>of</strong> three different classes psychoactive<br />
drugs is explained<br />
2.2 The psychopharmocology <strong>of</strong> dependence on opioids is explained<br />
Topic 3:<br />
The Role <strong>of</strong> Pharmacotherapy<br />
Learning Outcome(s):<br />
Students will be able to evaluate the role <strong>of</strong> pharmacotherapy at different stages in<br />
the treatment process for common drugs <strong>of</strong> dependence and for clients with co<br />
existing disorders.<br />
Assessment criteria:<br />
3.1 A range <strong>of</strong> different pharmacotherapeutic interventions are identified and<br />
described<br />
3.2 Their role at different stages in the treatment process (including withdrawal,<br />
detoxification and relapse prevention) for common drugs <strong>of</strong> dependence is<br />
explained<br />
3.3 The potential benefits and harms <strong>of</strong> pharmacotherapeutic intervention at different<br />
stages in the treatment process is evaluated<br />
Topic 4:<br />
Opioid Dependence<br />
Learning Outcome(s):<br />
Students will be able to discuss the key features <strong>of</strong> opioid dependence and specialist<br />
opioid substitution treatment <strong>programme</strong>s in New Zealand and internationally.<br />
Assessment criteria:<br />
4.1 The health and social impact <strong>of</strong> opioid dependence in New Zealand and<br />
internationally is discussed<br />
4.2 The development <strong>of</strong> opioid substitution treatment <strong>programme</strong>s in New Zealand<br />
and internationally is discussed<br />
4.3 Pathways to dependence and treatment approaches for opioid dependent<br />
individuals are identified and described<br />
4.4 The impact and correlation between opiate dependence and mental health
disorders is explained<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Examination LO1, 2, 3, 4 30%<br />
Case study LO1, 2, 3 40%<br />
Case study LO3, 4 30%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Developing Pr<strong>of</strong>essional Practice: Addiction Practicum II<br />
AS6234<br />
Level: 6<br />
Credits: 30<br />
Pre requisites:<br />
AS5125 Entering Pr<strong>of</strong>essional Practice: Addiction<br />
Practicum I<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 66<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment 15<br />
Supervised work experience 135<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
67<br />
Other<br />
Clinical Supervision 15<br />
Total learning hours 300<br />
Aim(s):<br />
To develop pr<strong>of</strong>essional practice and the capabilities <strong>of</strong> pr<strong>of</strong>essional knowledge;<br />
skilled intervention; cultural safety and diversity; legal and ethical practice;<br />
organisation and management; and pr<strong>of</strong>essional development.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Pr<strong>of</strong>essional Knowledge: the use <strong>of</strong> practice information and theoretical,<br />
factual and practical knowledge to interpret and assess practice situations<br />
Skilled Intervention: effective communication, relationship building,<br />
assessment and planning with individuals and families from different cultural<br />
context<br />
Cultural Safety and Diversity: improving culturally safe practices and<br />
responses to diversity in the practice setting<br />
Legal and Ethical Practice: legal and ethical practice in complex cases.<br />
Organisation and Management: planning to improve organisational and
management skills<br />
Pr<strong>of</strong>essional Development: effective use <strong>of</strong> pr<strong>of</strong>essional supervision<br />
Topic 1:<br />
Pr<strong>of</strong>essional Knowledge<br />
Learning Outcome(s):<br />
Students will be able to justify an assessment <strong>of</strong> a practice situation based on<br />
relevant information and appropriate theoretical, factual and practical knowledge.<br />
Assessment criteria:<br />
1.1 Information about the practice situation is gathered and interpreted<br />
1.2 Relevant theoretical, factual and practical knowledge is identified and applied<br />
1.3 An assessment <strong>of</strong> the practice situation is described, discussed and justified<br />
Topic 2:<br />
Skilled Intervention<br />
Learning Outcome(s):<br />
Students will be able to apply skills in effective communication, relationship building,<br />
assessment and planning with individuals and families from different cultural<br />
contexts.<br />
Assessment criteria:<br />
2.1 Skills in effective communication, relationship building, assessment and planning<br />
are applied<br />
2.2 The skills are demonstrated in work with both individuals, families and whānau<br />
2.3 The skills are demonstrated in work with clients from at least two different cultural<br />
contexts (one <strong>of</strong> which must be Māori)<br />
Topic 3:<br />
Cultural Safety and Diversity<br />
Learning Outcome(s):<br />
Students will be able to discuss the ways in which culturally safe practice and<br />
responses to diversity might be improved in a particular practice setting.<br />
Assessment criteria:<br />
3.1 Approaches to culturally safe practice and responding to diversity within the<br />
practicum setting are discussed<br />
3.2 Ways in which current practice might be improved upon are identified and<br />
discussed<br />
Topic 4:<br />
Legal and Ethical Practice<br />
Learning Outcome(s):<br />
Students will be able to justify a course <strong>of</strong> action to ensure legal and ethical practice.<br />
Assessment criteria:<br />
4.1 The legislative and ethical issues associated with a practice situation are<br />
identified and discussed<br />
4.2 A possible course <strong>of</strong> action is described and justified
Topic 5:<br />
Organisation and Management<br />
Learning Outcome(s):<br />
Students will be able to plan to improve ability to organise and manage workload.<br />
Assessment criteria:<br />
5.1 Identify one aspect <strong>of</strong> pr<strong>of</strong>essional organisation and management from the<br />
following: recording, report writing, contracting, client referral, workload<br />
management, and self-care<br />
5.2 Reflect on own experience and ability in relation to the area selected<br />
5.3 Identify strengths and areas for improvement<br />
5.4 Describe a plan to improve your ability to organise and manage workload<br />
Topic 6:<br />
Pr<strong>of</strong>essional Development<br />
Learning Outcome(s):<br />
Students will be able to demonstrate the ability to make effective use <strong>of</strong> pr<strong>of</strong>essional<br />
supervision.<br />
Assessment criteria:<br />
6.1 Practical arrangements for supervision are negotiated with the supervisor<br />
6.2 Appropriate pr<strong>of</strong>essional issues are identified and discussed in supervision<br />
6.3 Supervisory feedback is reflected upon and processed<br />
6.4 Agreed actions are implemented and reviewed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 4 20%<br />
Tutor observation,<br />
video tape,<br />
LO2, 3 40%<br />
Group Presentation LO4, 5 20%<br />
Pr<strong>of</strong>essional<br />
Conversation<br />
LO6 20%<br />
Reporting Grades:<br />
Grade Key 3
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.<br />
Students must complete the 150 hours supervised work experience; the clinical<br />
practice assessment; and the 15 hours <strong>of</strong> clinical supervision.
COURSE TITLE:<br />
Course Number:<br />
Cognitive Behavioural Approaches<br />
AS6235<br />
Level: 6<br />
Credits: 15<br />
Pre requisites:<br />
BC5117 Client-Centred Practice Skills<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 24<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab 48<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
76<br />
Total learning hours 150<br />
Aim(s):<br />
To introduce students to cognitive-affective behavioural approaches to counselling<br />
and interventions for alcohol and drug problems, and other addictive behaviours.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Cognitive-affective behavioural therapy and techniques<br />
Behavioural analysis<br />
Facilitating change through cognitive-affective behavioural techniques<br />
Relapse prevention<br />
Reflective practice and personal development
Topic 1:<br />
Cognitive-affective Behavioural Therapy and Techniques<br />
Learning Outcome(s):<br />
The students will be able to discuss the philosophy, practice ethics, and orientation <strong>of</strong><br />
cognitive-affective behavioural approaches to counselling, and interventions for<br />
alcohol and drug dependency and other addictive behaviour.<br />
Assessment criteria:<br />
1.1 The definition, philosophy, practice ethics (including the role <strong>of</strong> the practitioner),<br />
and orientation <strong>of</strong> cognitive-affective behavioural approaches to counselling and<br />
addictions are explained.<br />
1.2 Client situations, problems, thought processes and behaviours that may respond<br />
to cognitive-affective behavioural techniques are described. Range: may<br />
include addictions, depression, anger, anxiety, phobias, irrational beliefs,<br />
attitudes<br />
1.3 Cognitive-affective behavioural techniques for resolving client situations<br />
problems, thought processes and behaviours are explained: Range must<br />
include: techniques for addictions, depression, anger, phobias; relaxation<br />
techniques, coping skills training and desensitisation for anxiety; processes for<br />
identifying and challenging irrational beliefs and ways <strong>of</strong> substituting more<br />
productive beliefs<br />
Topic 2:<br />
Behavioural Analysis<br />
Learning Outcome(s):<br />
Students will be able to apply behavioural or functional analysis to an understanding<br />
<strong>of</strong> client behaviour, and analyse the impact <strong>of</strong> antecedent events, behaviours and<br />
consequences on client situations and goals for therapy. They will be able to test the<br />
model through reflection on their behaviour, emotions and cognition.<br />
Assessment criteria:<br />
2.1 The processes used for applied behavioural analysis are explained; and the<br />
impact <strong>of</strong> prior events on client goals and the therapeutic process is discussed<br />
2.2 Examples <strong>of</strong> client information gained from behavioural analysis are identified<br />
and explained from a basis <strong>of</strong> pr<strong>of</strong>essional practice and research<br />
2.3 Own behaviours, emotions and cognition are analysed and discussed<br />
2.4 Own core and intermediate beliefs are identified and examined<br />
2.5 Intrinsic learning from rational self-analysis and client research is identified and<br />
discussed in relation to therapeutic outcomes.<br />
Topic 3:<br />
Facilitating Change Through Cognitive-affective Behavioural<br />
Techniques<br />
Learning Outcome(s):<br />
Students will use behavioural analysis, and a person-centred approach to practice, to<br />
facilitate change in client behaviour, feeling, and thinking.<br />
Assessment criteria:<br />
3.1 Client situations, problems, thought processes and behaviours are<br />
accurately conceptualised using a clear cognitive behavioural analysis and
framework<br />
3.2 The cognitive-affective behavioural approach is explained to the client<br />
3.3 Client aspirations and goals for therapy, and the appropriate intervention<br />
techniques are agreed collaboratively<br />
3.4 Knowledge and understanding <strong>of</strong>, client background (culture, gender, age,<br />
orientation) is incorporated into selection <strong>of</strong> technique and practice<br />
3.5 Cognitive restructuring is collaboratively achieved through a range <strong>of</strong> techniques;<br />
and client confirms ethical, collaborative and culturally responsive practice<br />
3.6 Key practice issues are identified, discussed and monitored<br />
Topic 4:<br />
Relapse Prevention<br />
Learning Outcome(s):<br />
Students will be able to explain the principles <strong>of</strong> relapse prevention and apply relapse<br />
prevention strategies to cognitive restructuring plans. They will be able to<br />
demonstrate a collaborative process for identifying high risk situations for clients and<br />
developing a relapse prevention or ‘safety’ plan.<br />
Assessment criteria:<br />
4.1 The principles <strong>of</strong>, and techniques for, relapse prevention, are explained<br />
4.2 High risk situations and ‘triggers’ for relapse are identified collaboratively<br />
4.3 Relapse prevention strategies are identified as appropriate and a plan<br />
developed<br />
Topic 5:<br />
Reflective Practice and Personal Development<br />
Learning Outcome(s):<br />
Students will be able to reflect on their practice and identify areas for further learning.<br />
Assessment criteria:<br />
5.1 The strengths and weaknesses <strong>of</strong> practice sessions are discussed with<br />
peers, tutor, client<br />
5.2 Awareness, and origin, <strong>of</strong> personal attitudes values and biases is<br />
demonstrated and discussed<br />
5.3 Areas for further practice and development are identified and discussed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment/case<br />
study<br />
Demonstration and tutor<br />
observation, audio tape<br />
LO1, 2 40%<br />
LO3, 4, 40%
Pr<strong>of</strong>essional Conversation LO5 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
The Mental Health Context<br />
BC6232<br />
Level: 6<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 3<br />
Other<br />
(State)……………………………..<br />
87<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with knowledge <strong>of</strong> the complexities <strong>of</strong> mental health issues that<br />
impact on pr<strong>of</strong>essional practice, with a focus on contemporary practice. The course<br />
includes knowledge <strong>of</strong> Māori models <strong>of</strong> mental health diagnosis and treatment, and<br />
those that are practised within Pasifika communities.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Definitions, and risk factors in the mental health context<br />
Diagnoses and treatment <strong>of</strong> mental health problems<br />
Ethics and pr<strong>of</strong>essional practice in the mental health context<br />
Multi-disciplinary practice and referral in the mental health sector
Topic 1:<br />
Definitions, and Risk Factors in the Mental Health Context<br />
Learning Outcome(s):<br />
Students will be able recognise the risk factors for, and the typical characteristics <strong>of</strong>,<br />
prevalent mental health problems.<br />
Assessment criteria:<br />
1.1 Definitions <strong>of</strong> mental health problems, abnormal and distressed behaviours are<br />
provided. Range must include: legal, medical, psychological, sociological<br />
definitions<br />
1.2 Characteristics <strong>of</strong> the major psycho-pathologies are described and discussed.<br />
Range must include: schizophrenia, bipolar affective disorders, depression,<br />
personality disorders<br />
1.3 Key social determinants <strong>of</strong> mental health are identified and discussed for<br />
different social and cultural contexts. Range must include: Maori communities,<br />
Pasifika, refugee and migrant communities, and lifecycle, gender, sexual<br />
orientation issues<br />
1.4 Risk factors for abnormal and distressed behaviours are identified and discussed<br />
for different social and cultural contexts.<br />
Topic 2:<br />
Diagnoses and Treatment <strong>of</strong> Mental Health Problems<br />
Learning Outcome(s):<br />
Students will be able to discuss the different approaches to the diagnosis <strong>of</strong> mental<br />
health problems, including the Diagnostic Statistical Manual <strong>of</strong> Mental Disorders<br />
(DSM) V, Maori holistic and wellness philosophies, Pasifika health and wellness<br />
models, ‘positive psychology’ and their associated treatments.<br />
Assessment criteria:<br />
2.1 Diagnostic tools for the assessment <strong>of</strong> mental health problems, including the<br />
DSM V diagnoses <strong>of</strong> the four major psycho-pathologies; schizophrenia, bipolar<br />
affective disorders, depression, personality disorders, are explained<br />
2.2 The facilities, and treatment approaches in New Zealand, for different diagnoses<br />
are explained<br />
2.3 Maori holistic approaches, diagnostic practices and, treatment responses for<br />
mental health problems are discussed. Range must include the four major<br />
psycho-pathologies<br />
2.4 Pasifika health and wellness models, diagnostic practices and treatment<br />
responses for mental health problems are discussed. Range must include: the<br />
four major psycho-pathologies<br />
2.5 The impact <strong>of</strong> ‘positive psychology’ on the diagnosis and treatment <strong>of</strong> mental<br />
health problems is discussed<br />
2.6 The relevance and value <strong>of</strong> the different approaches to mental health definition<br />
and diagnosis for counselling and addiction services pr<strong>of</strong>essional practice is<br />
discussed
Topic 3:<br />
Ethics and Practice in the Mental Health Context<br />
Learning Outcome(s):<br />
Students will be able to discuss the ethics <strong>of</strong> pr<strong>of</strong>essional practice, and begin to<br />
identify counselling approaches, or treatment interventions for addictive behaviours,<br />
in the mental health context.<br />
Assessment criteria:<br />
3.1 The ethics <strong>of</strong> pr<strong>of</strong>essional practice in the mental health context are explained<br />
3.2 Counselling approaches, or interventions for addictive behaviours, in the<br />
mental health context are identified and discussed for two <strong>of</strong> the major psychopathologies<br />
3.3 The impact <strong>of</strong> beliefs, attitudes, and discriminatory behaviours on client<br />
aspirations, treatment options and responses is discussed for different social and<br />
cultural contexts<br />
Topic 4:<br />
Multi-disciplinary Practice and Referral in the Mental Health<br />
Sector<br />
Learning Outcome(s):<br />
Students will be able to recognise the benefits and issues associated with working<br />
with other pr<strong>of</strong>essionals in the mental health sector, and are able to make the<br />
appropriate referrals to other agencies or pr<strong>of</strong>essionals that comply with current<br />
pr<strong>of</strong>essional and ethical guidelines.<br />
Students will also be able to discuss the implications <strong>of</strong> referrals for continuing client<br />
relationships, closure and termination.<br />
Assessment criteria:<br />
4.1 The roles and responsibilities <strong>of</strong> other pr<strong>of</strong>essionals and organisations, in the<br />
mental health sector are explained. Range: medical, legal<br />
4.2 The boundaries <strong>of</strong> counselling and alcohol and drug practitioner practice in the<br />
multi-disciplinary team are clearly defined and explained<br />
4.3 The benefits and issues for practitioners and clients associated with a<br />
multi-disciplinary environment are discussed<br />
4.4 The context, criteria and processes for referral as defined by legal, health, or<br />
other pr<strong>of</strong>essional policies and practice are described<br />
4.5 The ethics, and associated client safety and practice issues, <strong>of</strong> referral<br />
procedures are discussed: Range must include: relationship closure, termination<br />
or continuation processes appropriate to client aspirations, referral option, and<br />
on-going treatment<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Examination LO1 40%<br />
Case Study LO2, 3, 4 60%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Understanding Evidence-Based Practice<br />
AS7325<br />
Level: 7<br />
Credits: 15<br />
Pre requisites:<br />
AS6230 Understanding Research Methods<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 36<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
114<br />
Total learning hours 150<br />
Aim(s):<br />
To critically evaluate the strengths and limitations <strong>of</strong> evidence-based practice in the<br />
human services; develop skills in the critical appraisal <strong>of</strong> the claims <strong>of</strong> research; and<br />
critically evaluate approaches to the implementation <strong>of</strong> evidence-based practice in<br />
the workplace.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
Critical evaluation <strong>of</strong> evidence-based practice for the human services:<br />
including discussion <strong>of</strong> the strengths and limitations <strong>of</strong> different models <strong>of</strong><br />
evidence-based practice<br />
The critical appraisal <strong>of</strong> research evidence: including criteria for evaluating<br />
research designs, research rigour and the claims <strong>of</strong> research<br />
Implementing evidence-based practice: including the integration <strong>of</strong> research<br />
findings into practice; and approaches to promoting evidence-based practice<br />
in the workplace
Topic 1:<br />
Evaluating Evidence-based Practice for the Human Services<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate the strengths and limitations <strong>of</strong> an<br />
evidence-based approach to practice in a particular human service pr<strong>of</strong>ession.<br />
Assessment criteria:<br />
1.1 The strengths <strong>of</strong> an evidence-based approach to practice in a particular human<br />
service pr<strong>of</strong>ession are critically evaluated<br />
1.2 The limitations <strong>of</strong> an evidence-based approach to practice in a particular human<br />
service pr<strong>of</strong>ession are critically evaluated<br />
1.3 Ways <strong>of</strong> enhancing the strengths and mitigating the limitations <strong>of</strong> an evidencebased<br />
approach to practice in a particular human service pr<strong>of</strong>ession are critically<br />
evaluated<br />
Topic 2:<br />
Critical Appraisal <strong>of</strong> Evidence<br />
Learning Outcome(s):<br />
Students will be able to critically appraise the quality <strong>of</strong> peer-reviewed empirical<br />
research papers relevant to a particular area <strong>of</strong> human service practice.<br />
Assessment criteria:<br />
2.1 A relevant peer-reviewed empirical research paper is identified<br />
2.2 The research paper's design, methodology, findings, and conclusions are<br />
critically evaluated using a framework for critical appraisal<br />
2.3 The ways in which the researcher(s) managed ethical issues are critically<br />
evaluated<br />
2.4 The implications <strong>of</strong> the research findings for practice are critically evaluated<br />
Topic 3:<br />
Implementing Evidence-Based Practice<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate evidence <strong>of</strong> 'what works' in relation to a<br />
specific practice problem or issue in a particular human service practice area, and<br />
consider how to promote evidence-based practice in the workplace.<br />
Assessment criteria:<br />
3.1 A specific practice problem or issue is identified<br />
3.2 Evidence <strong>of</strong> 'what works' in relation to the practice problem is critically evaluated.<br />
3.3 The implications for practice are critically evaluated<br />
3.4 Approaches to promoting evidence-based practice in the workplace are critically<br />
evaluated<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1 30%<br />
Written Assignment LO2 30%<br />
Project LO3 40%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Research Project<br />
AS7326<br />
Level: 7<br />
Credits: 15<br />
Pre requisites:<br />
AS7325 Understanding Evidence-based Practice<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 24<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
24<br />
102<br />
Total learning hours 150<br />
Aim(s):<br />
To enable students to undertake a research project in the form <strong>of</strong> a literature review,<br />
or a small-scale empirical study.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Agreeing a research proposal<br />
Conducting a literature review or a small-scale research project<br />
Presenting findings and self-reflection<br />
Topic 1:<br />
Agreeing a Research Proposal<br />
Learning Outcome(s):<br />
Students will be able to draft a research proposal - in the form <strong>of</strong> a proposed<br />
literature review or small-scale empirical study - into a problem or issue impacting on<br />
a particular area <strong>of</strong> human service practice.
Assessment criteria:<br />
1.1 A research question is identified and agreed with the research supervisor<br />
1.2 An approach to the literature review or small-scale research project is developed<br />
and justified<br />
1.3 A research proposal is prepared and agreed with the research supervisor<br />
1.4 Ethical issues are assessed and where required, ethical approval for the<br />
research is obtained<br />
Either Topic 2a OR Topic 2b<br />
Topic 2a:<br />
Literature Review<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate and summarise current knowledge and<br />
research in relation to a problem or issue impacting on a particular area <strong>of</strong> human<br />
service practice.<br />
Assessment criteria:<br />
2.1 Current national and international knowledge about the issue or problem is<br />
identified, accessed and critically evaluated<br />
2.2 Summary review <strong>of</strong> current literature in relation to issue or problem is prepared<br />
Topic 2b:<br />
Small-scale Research Project<br />
Learning Outcome(s):<br />
Students will be able to undertake a small-scale research project in relation to a<br />
problem or issue impacting on a particular area <strong>of</strong> human service practice.<br />
Assessment criteria:<br />
2.1 Approved research methodology is used to gather data and analyse data under<br />
research supervision<br />
2.2 Results <strong>of</strong> analysis are used to contribute new knowledge and/or understanding<br />
about the researched issue or problem<br />
2.3 Draft report on research is prepared<br />
Topic 3:<br />
Presentation and Reflection<br />
Learning Outcome(s):<br />
Students will be able to finalise a literature review or research report and present a<br />
summary <strong>of</strong> research, including a reflective self-assessment <strong>of</strong> the research process.<br />
Assessment criteria:<br />
3.1 Feedback on draft literature review/research report is obtained from research<br />
supervisor and used to prepare final draft<br />
3.2 Summary <strong>of</strong> research findings and reflective, self-assessment on research<br />
process is presented to a group <strong>of</strong> peers<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Research Proposal LO1 30%<br />
Literature or Research LO2 45%<br />
Project<br />
Presentation LO3 25%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Key Issues in Working with Young People<br />
AS7327<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 36<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab 36<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
(State)……………………………..<br />
76<br />
Total learning hours 150<br />
Aim(s):<br />
To enable students to: critically evaluate key issues in working with young people;<br />
integrate the principles <strong>of</strong> positive youth development into their practice; and<br />
recognise key legal and ethical issues associated with working with young people.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
Sociological perspectives on the position <strong>of</strong> young people in society including:<br />
cultural, comparative and biographical perspectives<br />
The contribution <strong>of</strong> a positive youth development approach for pr<strong>of</strong>essional<br />
practice with young people<br />
Integrating positive youth development principles into alcohol and drug or<br />
counselling practice<br />
Legal and ethical issues associated with work with young people: including key<br />
legislation; confidentiality; informed consent; autonomy; rights; and treaty<br />
partnership
Topic 1:<br />
Perspectives on Youth in Society<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate different theoretical perspectives for<br />
understanding young people in society<br />
Assessment criteria:<br />
1.1 A range <strong>of</strong> different theoretical perspectives on young people and society are<br />
identified and described<br />
1.2 Different theoretical perspectives on young people and society are critically<br />
evaluated<br />
Topic 2:<br />
Positive Youth Development<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate the strengths and limitations <strong>of</strong> a positive<br />
youth development approach to counselling or drug and alcohol practice.<br />
Assessment criteria:<br />
2.1 The strengths <strong>of</strong> a positive youth development approach to counselling or drug<br />
and alcohol practice is are critically evaluated<br />
2.2 The limitations <strong>of</strong> a positive youth development approach to counselling or drug<br />
and alcohol practice are critically evaluated<br />
Topic 3:<br />
Integrating Positive Youth Development Principles<br />
Learning Outcome(s):<br />
Student will be able to integrate the principles <strong>of</strong> positive youth development into<br />
their counselling or drug and alcohol practice with young people.<br />
Assessment criteria:<br />
3.1 The principles <strong>of</strong> positive youth development are defined<br />
3.2 The implications <strong>of</strong> positive youth development principles for counselling or drug<br />
and alcohol practice are discussed<br />
3.3 Positive youth development principles are applied to practice situations<br />
3.4 The strengths and limitations <strong>of</strong> own pr<strong>of</strong>essional capability to integrate positive<br />
youth development principles are recognised and reflected upon<br />
3.5 Situations where referral to another support agency is appropriate are<br />
recognised<br />
3.6 An appropriate referral to another support agency, following relevant<br />
pr<strong>of</strong>essional and ethical guidelines, is proposed<br />
Topic 4:<br />
Legal and Ethical Issues<br />
Learning Outcome(s):<br />
Students will be able to identify and discuss the key legal and ethical issues<br />
associated with pr<strong>of</strong>essional practice with young people.<br />
Assessment criteria:<br />
4.1 The key legal issues associated with pr<strong>of</strong>essional practice with young people,<br />
and their implications for practice, are identified and discussed<br />
4.2 The key ethical issues associated with pr<strong>of</strong>essional practice with young people,<br />
and their implications for practice, are identified and discussed
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Presentation LO1, 2 40%<br />
Role Play or Videotape LO3 40%<br />
Presentation<br />
Test LO4 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Becoming Pr<strong>of</strong>essional: Addiction Practicum III<br />
AS7328<br />
Level: 7<br />
Credits: 30<br />
Pre requisites:<br />
AS6234 Developing Practice: Addiction Practicum II<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment 15<br />
Supervised work experience 135<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations 2<br />
Other<br />
Clinical supervision<br />
73<br />
15<br />
Total learning hours 300<br />
Aim(s):<br />
To consolidate pr<strong>of</strong>essional practice and the capabilities <strong>of</strong> pr<strong>of</strong>essional knowledge;<br />
skilled intervention; cultural safety and diversity; legal and ethical practice;<br />
organisation and management; and pr<strong>of</strong>essional development.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
Pr<strong>of</strong>essional Knowledge: critically evaluation <strong>of</strong> own ability to apply<br />
knowledge and information relevant to a practice situation as the basis for<br />
decision-making<br />
Skilled Intervention: critically evaluation <strong>of</strong> own skills in intervening to improve<br />
client wellbeing<br />
Cultural Safety and Diversity: acting consistently in a culturally safe manner to<br />
maintain the cultural identity and wellbeing <strong>of</strong> others<br />
Legal and Ethical Practice: acting consistently within relevant legal and
statutory frameworks and using pr<strong>of</strong>essional ethics, values and pr<strong>of</strong>essional<br />
practice standards to guide action<br />
Organisation and Management: acting consistently to ensure that practice is<br />
well organised and accountable<br />
Pr<strong>of</strong>essional Development: make consistent use <strong>of</strong> pr<strong>of</strong>essional supervision<br />
and planning to enhance own pr<strong>of</strong>essional development<br />
Topic 1:<br />
Pr<strong>of</strong>essional Knowledge<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate own ability to apply knowledge and<br />
information relevant to a practice situation as the basis for decision-making.<br />
Assessment criteria:<br />
1.1 The practice situation is described<br />
1.2 Relevant theoretical, factual and practical knowledge is identified and discussed<br />
1.3 Practice intervention selected is justified<br />
1.4 Outcome <strong>of</strong> the intervention is evaluated<br />
Topic 2:<br />
Skilled Intervention<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate own skills in intervening to improve client<br />
wellbeing.<br />
Assessment criteria:<br />
2.1 Two contrasting practice situations are described (al least one <strong>of</strong> which should be<br />
Māori or Pasifika)<br />
2.2 Skills used at each stage <strong>of</strong> the helping process are discussed<br />
2.3 Client response at each stage is evaluated<br />
2.4 Own skills are critically evaluated and lessons learned are identified<br />
Topic 3:<br />
Cultural Safety and Diversity<br />
Learning Outcome(s):<br />
Students will be able to practice consistently in a culturally safe manner and act to<br />
maintain the cultural identity and wellbeing <strong>of</strong> others.<br />
Assessment criteria:<br />
3.1 A consistent pattern <strong>of</strong> culturally safe practice is demonstrated throughout the<br />
practicum<br />
3.2 A consistent pattern <strong>of</strong> responding effectively to diversity is demonstrated<br />
throughout the practicum
Topic 4:<br />
Legal and Ethical Practice<br />
Learning Outcome(s):<br />
Students will be able to practice consistently within relevant legal and statutory<br />
frameworks and use pr<strong>of</strong>essional ethics, values and pr<strong>of</strong>essional practice standards<br />
to guide action.<br />
Assessment criteria:<br />
4.1 A consistent pattern <strong>of</strong> working in accordance with ethical, legal and pr<strong>of</strong>essional<br />
practice standards is demonstrated throughout the practicum<br />
Topic 5:<br />
Organisation and Management<br />
Learning Outcome(s):<br />
Students will be able to make consistent use <strong>of</strong> methods and protocols to ensure that<br />
practice is well organised and accountable.<br />
Assessment criteria:<br />
5.1 A consistent pattern <strong>of</strong> well-organised and managed practice is demonstrated<br />
throughout the practicum<br />
Topic 6:<br />
Pr<strong>of</strong>essional Development<br />
Learning Outcome(s):<br />
Student will be able to make consistent use <strong>of</strong> pr<strong>of</strong>essional supervision and propose<br />
a plan to enhance own pr<strong>of</strong>essional development.<br />
Assessment criteria:<br />
6.1 Effective use <strong>of</strong> pr<strong>of</strong>essional supervision is demonstrated consistently throughout<br />
the practicum<br />
6.2 A plan to enhance own pr<strong>of</strong>essional development is proposed and negotiated<br />
with pr<strong>of</strong>essional supervisor<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written assignment LO1, 4 30%<br />
Taped interview or direct<br />
tutor observation<br />
LO2 40%<br />
Presentation LO3, 4 15%<br />
Pr<strong>of</strong>essional conversation LO5, 6 15%
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.<br />
Students must complete 150 hours <strong>of</strong> supervised work experience and the clinical<br />
practice assessment.<br />
Students must also complete 15 hours <strong>of</strong> clinical supervision.
COURSE TITLE:<br />
Course Number:<br />
Coexisting Substance Use and Mental Health Problems<br />
AS7329<br />
Level: 7<br />
Credits: 15<br />
Pre requisites:<br />
BC6232 The Mental Health Context<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
90<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with an understanding <strong>of</strong> the nature and prevalence <strong>of</strong> coexisting<br />
substance use and mental health problems in New Zealand and enable them<br />
to carry out clinical practice according to current principles <strong>of</strong> best practice.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
Co-existing problems in New Zealand: definitions, prevalence and impact<br />
Pr<strong>of</strong>essional responses and evidence-based practice<br />
Best practice principles for working with clients with co-existing problems<br />
including:<br />
o Cultural needs and positive wellbeing<br />
o Client engagement and motivation<br />
o Screening, brief assessment and comprehensive assessment<br />
o Clinical case management<br />
o Integrated care
Topic 1:<br />
Understanding Co-existing Problems<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate research and expert opinion on co-existing<br />
problems and pr<strong>of</strong>essional responses to co-existing problems.<br />
Assessment criteria:<br />
1.1 Key definitions, New Zealand prevalence rates and the implications and impact <strong>of</strong><br />
co-existing problems are described<br />
1.2 Factors associated with positive outcomes and barriers to optimal care are<br />
discussed<br />
1.3 Responses to co-existing problems are critically evaluated<br />
Topic 2:<br />
Cultural Needs and Positive Well-being<br />
Learning Outcome(s):<br />
Students will be able to consider the cultural needs and well-being <strong>of</strong> clients with coexisting<br />
problems at every stage <strong>of</strong> the treatment process.<br />
Assessment criteria:<br />
2.1 The cultural needs <strong>of</strong> clients with co-existing problems are considered in<br />
treatment plans and the treatment process<br />
2.2 The positive well-being <strong>of</strong> clients with co-existing problems is considered in<br />
treatment plans and the treatment process<br />
Topic 3:<br />
Client Engagement and Motivation<br />
Learning Outcome(s):<br />
Students will be able to propose strategies that actively engage and enhance the<br />
motivation <strong>of</strong> clients with co-existing problems.<br />
Assessment criteria:<br />
3.1 Strategies to actively engage clients with co-existing problems are proposed<br />
3.2 Strategies to enhance the motivation <strong>of</strong> clients with co-existing problems are<br />
proposed<br />
Topic 4: Screening, Brief Assessment and Comprehensive<br />
Assessment<br />
Learning Outcome(s):<br />
Students will be able to undertake effective screening, brief assessment and<br />
comprehensive assessment <strong>of</strong> clients with co-existing problems according to best<br />
practice guidelines.<br />
Assessment criteria:<br />
4.1 Screening <strong>of</strong> clients for co-existing problems is undertaken according to best<br />
practice guidelines<br />
4.2 Brief assessment <strong>of</strong> clients with co-existing problems is undertaken according to<br />
best practice guidelines<br />
4.3 Comprehensive assessment <strong>of</strong> clients with co-existing problems is undertaken<br />
according to best practice guidelines
Topic 5:<br />
Clinical Case Management<br />
Learning Outcome(s):<br />
Students will be able to make effective use <strong>of</strong> clinical case management to deliver<br />
and coordinate multiple interventions appropriate to different treatment phases.<br />
Assessment criteria:<br />
5.1 Clinical case management is used effectively at more than one phase <strong>of</strong> the<br />
treatment process<br />
5.2 Clinical case management is used effectively to coordinate more than one<br />
intervention<br />
Topic 6:<br />
Integrated Care<br />
Learning Outcome(s):<br />
Student will be able to integrate care by placing the client with co-existing problems<br />
at the centre <strong>of</strong> the clinical process and working in partnership with all relevant<br />
services and stakeholders.<br />
Assessment criteria:<br />
6.1 The needs <strong>of</strong> the client with co-existing problems is kept at the centre <strong>of</strong> the<br />
clinical process<br />
6.2 The clinical process is integrated by ensuring close linkages between all services<br />
and workers involved with the client with co-existing problems<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 40%<br />
Case Study LO3, 4, 5 40%<br />
Project LO6 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Working with Diversity<br />
AS7330<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Distance (not online)<br />
Resource based learning (not<br />
online)<br />
Workplace learning<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
90<br />
Total learning hours 150<br />
Aim(s):<br />
To enable students to develop a critical understanding and respect for human<br />
diversity; an awareness <strong>of</strong> the social processes <strong>of</strong> inequality and discrimination; and<br />
skills in anti-discriminatory practice.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
Aspects <strong>of</strong> individual identity associated with inequality and discrimination<br />
including:<br />
o gender, including those who are transgendered;<br />
o race or ethnicity, including refugees, and asylum seekers<br />
o religion or spiritual beliefs;<br />
o sexual orientation: being lesbian, gay or bisexual;<br />
o disabilities, including mental health problems;<br />
o age;<br />
o and social class<br />
The social processes <strong>of</strong> discrimination, prejudice and stigma<br />
Awareness <strong>of</strong> how own personal biases, prejudices and stereotypes can impact<br />
on interactions with clients
The ways in which the structures, processes and procedures <strong>of</strong> an organisation<br />
can incorporate institutional discrimination<br />
The New Zealand legal framework to support equalities, prohibit discrimination<br />
and promote human rights<br />
Approaches to anti-discriminatory practice<br />
Topic 1:<br />
Diversity, Discrimination and Inequality<br />
Learning Outcome(s):<br />
Students will be able to explain how inequality and discrimination can affect the lives<br />
<strong>of</strong> people with different social identities.<br />
Assessment criteria:<br />
1.1 Definitions <strong>of</strong> equality and diversity are explained<br />
1.2 The importance <strong>of</strong> equality and diversity issues for human service practice is<br />
explained<br />
1.3 The impact <strong>of</strong> discrimination and inequality on the quality <strong>of</strong> life <strong>of</strong> individuals<br />
with different social identities is discussed<br />
1.4 The way in which an individual’s social identity may be associated with inequality<br />
and discrimination in human service delivery is identified and discussed<br />
Topic 2:<br />
Personal and Institutional Discrimination<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate the ways in which personal biases,<br />
prejudices and stereotypes and institutional discrimination can impact on interactions<br />
with clients in the human services.<br />
Assessment criteria:<br />
2.1 The social processes associated with prejudice, discrimination and stigma are<br />
explained<br />
2.2 Awareness <strong>of</strong> how personal biases, prejudices, and stereotypes can impact on<br />
human service delivery is explained<br />
2.3 The ways in which the structures, processes and procedures <strong>of</strong> an organisation<br />
can incorporate institutional discrimination are critically evaluated<br />
Topic 3:<br />
Anti-Discriminatory Practice<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate the New Zealand legal framework to<br />
support equality, prohibit discrimination and promote human rights; and will be able<br />
to propose approaches to challenging personal and institutional discrimination.<br />
Assessment criteria:<br />
3.1 The New Zealand legal framework to support equality, prohibit discrimination<br />
and promote human rights is critically evaluated<br />
3.2 Approaches to challenging personal and institutional discrimination are<br />
proposed
Topic 4:<br />
Inequality<br />
Learning Outcome(s):<br />
Students will be able to discuss the manifestation <strong>of</strong> addiction, or other health related<br />
problem, within different cultures and analyse the impact on treatment, and health<br />
care, <strong>of</strong> inequality and discriminatory practices.<br />
Assessment criteria:<br />
4.1 The emergence <strong>of</strong> addiction, or other health related problem in a Maori<br />
community, and a Pasifika community, and one other community or group, is<br />
analysed<br />
4.2 The factors that underpin the emerging problem are analysed<br />
4.3 The impact <strong>of</strong> inequality, and discriminatory practices on access to treatment<br />
and health care for these groups or communities is analysed and explained<br />
4.4 Strategies for managing the addiction or other health related problem within an<br />
anti-discriminatory framework are analysed and discussed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 60%<br />
Case Study LO3, 4 40%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Gambling and Other Impulse Control Disorders<br />
AS7331<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours:<br />
Face-to-face tuition 30<br />
Self-directed with tutorial support<br />
available<br />
Online 10<br />
Supervised Clinical Practice Lab 30<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
80<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with knowledge <strong>of</strong> gambling and other impulse control disorders<br />
(or ‘process’ addictions such as the various forms <strong>of</strong> internet addiction), and the<br />
appropriate interventions.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Gambling in New Zealand<br />
Addictions and Impulse Control Disorders<br />
Psychology and sociology <strong>of</strong> gambling and other impulse control disorders<br />
Assessment and interventions for gambling and other impulse control<br />
disorders<br />
Relapse Prevention
Topic 1:<br />
Gambling in New Zealand<br />
Learning Outcome(s):<br />
Students will be able to identify the types <strong>of</strong> gambling outlets and the associated<br />
variety <strong>of</strong> gambling behaviours; explain the difference between problem and<br />
pathological gambling, and discuss the extent <strong>of</strong> gambling related problems in New<br />
Zealand.<br />
Assessment criteria:<br />
1.1 Types <strong>of</strong> gambling outlets and associated variety <strong>of</strong> gambling behaviours in New<br />
Zealand are identified and discussed<br />
1.2 Problem and pathological gambling behaviours are compared and contrasted<br />
1.3 Statistical and demographic data for different sectors in New Zealand society is<br />
used to explain the extent <strong>of</strong> problem and pathological gambling in New Zealand<br />
Topic 2:<br />
Addictions and Impulse Control Disorders<br />
Learning Outcome(s):<br />
Students will be able to define impulse control disorders, differentiate these disorders<br />
from addictions, and analyse the extent <strong>of</strong> impulse control disorders in New Zealand.<br />
Assessment criteria:<br />
2.1 The Diagnostic and Statistical Manual <strong>of</strong> Mental Disorders (DSM) V classification<br />
<strong>of</strong> impulse control disorders is explained<br />
2.2 Addictions and impulse control disorders are compared and contrasted<br />
2.3 Statistical and demographic data for different sectors <strong>of</strong> New Zealand society is<br />
used to explain the extent <strong>of</strong> impulse control disorders in New Zealand<br />
Topic 3:<br />
Psychology and Sociology <strong>of</strong> Gambling and Other Impulse<br />
Control Disorders<br />
Learning Outcome(s):<br />
Students will be able to discuss the sociological and psychological aspects <strong>of</strong><br />
gambling and other impulse control disorders, including causation, and explain social<br />
policy responses to problem gambling and impulse control disorders.<br />
Assessment criteria:<br />
3.1 Sociological and psychological aspects <strong>of</strong> gambling and impulse control disorders<br />
are discussed in relation to causation, community beliefs and attitudes, social<br />
policy and treatment options<br />
3.2 Behaviours, attitudes and beliefs <strong>of</strong> problem and pathological gamblers and<br />
people with impulse control disorders are identified and discussed<br />
3.3 The co-morbidities <strong>of</strong> gambling, impulse control disorders and substance abuse,<br />
and/or mental health disorders are explained<br />
3.4 Current research and policy on social problems, and the costs <strong>of</strong> gambling and<br />
other impulse control disorders, are analysed and explained
Topic 4:<br />
Assessment and Interventions for Gambling and Other<br />
Impulse Control Disorders<br />
Learning Outcome(s):<br />
Students will be able to demonstrate the use <strong>of</strong> key assessment and intervention<br />
strategies practiced in New Zealand.<br />
Assessment criteria:<br />
4.1 Assessment criteria are identified discussed and applied to a case study<br />
4.2 Key intervention strategies are discussed and applied to a case study<br />
4.3 Harm reduction strategies are identified and applied.<br />
4.4 Evidence <strong>of</strong> integrated, collaborative practice is demonstrated<br />
Topic 5:<br />
Learning Outcome(s):<br />
Relapse Prevention<br />
Students will be able to discuss the principles <strong>of</strong> relapse prevention and apply<br />
relapse prevention strategies to interventions for problem gambling and other<br />
impulse control disorders<br />
Assessment criteria:<br />
5.1 The principles <strong>of</strong>, and techniques for, relapse prevention, are explained<br />
5.2 High risk situations and ‘triggers’ for relapse are identified collaboratively<br />
5.3 Relapse prevention strategies are identified as appropriate and a plan developed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Test LO1, 2 20%<br />
Written Assignment LO3 30%<br />
Case Study LO4, 5 50%
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Working with Clients in the Justice System<br />
AS7332<br />
Level: 7<br />
Credits: 15<br />
Pre requisites:<br />
BC6232 The Mental Health Context<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
90<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with an understanding <strong>of</strong> the relationship between substance<br />
use, addiction and <strong>of</strong>fending behaviour; and with the knowledge and skills necessary<br />
to work effectively with clients involved in the justice system.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
Substance use, addiction and <strong>of</strong>fending behaviour including:<br />
o The prevalence <strong>of</strong> clients with alcohol and drug related problems<br />
within the justice system<br />
o The relationship between substance use, addiction and <strong>of</strong>fending<br />
behaviour<br />
o Cultural and socio-economic issues<br />
The justice system: system and processes including:<br />
o Key legislation relevant to clients within the justice system who have<br />
alcohol and drug related problems (including legislation relating to<br />
<strong>of</strong>fenders with mental health or intellectual disability issues)<br />
o Key systems, processes and procedures within the justice system
(e.g. arrest, court appearance, sentencing, and post-sentencing)<br />
o Key considerations and skills in the preparation and presentation <strong>of</strong> an<br />
effective court report<br />
Working with clients in the justice system including:<br />
o Working with mandated clients<br />
o Community safety, personal safety and pr<strong>of</strong>essional boundaries<br />
o Ethical issues and the limits on confidentiality<br />
o Working in partnership and the roles <strong>of</strong> different stakeholders within<br />
the justice system (including responsible clinicians, duly authorised<br />
<strong>of</strong>ficers, district inspectors, probation <strong>of</strong>ficers etc.)<br />
Effective intervention for clients with alcohol and drug related problems in the<br />
justice system<br />
Topic 1:<br />
Substance Use, Addiction and Offending Behaviour<br />
Learning Outcome(s):<br />
Students will be able to critically evaluate evidence on the relationship between<br />
substance use, addiction and <strong>of</strong>fending behaviour.<br />
Assessment criteria:<br />
1.1 The prevalence <strong>of</strong> drug and alcohol related problems amongst <strong>of</strong>fenders within<br />
the criminal justice system are discussed<br />
1.2 Cultural and socio-economic issues associated with substance use and<br />
<strong>of</strong>fending behaviour are critically evaluated<br />
1.3 Evidence on the relationship between substance use, addiction and <strong>of</strong>fending<br />
behaviour is critically evaluated<br />
Topic 2:<br />
The Justice System: System and Processes<br />
Learning Outcome(s):<br />
Students will be able to practise effectively within the systems and processes <strong>of</strong> the<br />
justice system.<br />
Assessment criteria:<br />
2.1 Key legislation relevant to clients within the justice system who have alcohol and<br />
drug related problems is discussed<br />
2.2 The systems and processes associated with different stages <strong>of</strong> a client’s<br />
involvement with the justice system are discussed. Range must included:<br />
arrest, court appearance, sentencing and post-sentencing<br />
2.3 A court report on a client with an alcohol and drug related problem is prepared<br />
Topic 3:<br />
Working with Clients in the Justice System<br />
Learning Outcome(s):<br />
Students will be able to propose effective approaches for working with clients in the<br />
justice system; and working in partnership with criminal justice pr<strong>of</strong>essionals.<br />
Assessment criteria:<br />
3.1 Approaches to working with clients that recognise and work with resistance are<br />
proposed<br />
3.2 Approaches to working with justice clients that recognise issues associated with<br />
community safety, personal safety and pr<strong>of</strong>essional boundaries<br />
3.3 Ethical issues and the limits on confidentiality in work with clients that are in the<br />
justice system are recognised<br />
3.4 The respective roles <strong>of</strong> different stakeholders within the criminal justice system
are recognised and approaches to working in partnership are proposed<br />
Topic 4:<br />
Effective Intervention with Clients in the Justice System<br />
Learning Outcome(s):<br />
Students will be able to propose effective approaches for the assessment, case<br />
planning and treatment <strong>of</strong> clients who have alcohol and drug related problems within<br />
the justice system.<br />
Assessment criteria:<br />
4.1 Approaches for the assessment <strong>of</strong> clients within the justice system who have<br />
alcohol and drug related problems are proposed<br />
4.2 Approaches for case planning for clients within the justice system who have<br />
alcohol and drug related problems are proposed<br />
4.3 Approaches for the treatment <strong>of</strong> clients within the justice system who have<br />
alcohol and drug related problems are proposed<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written Assignment LO1, 2 30%<br />
Court Report LO2 40%<br />
Case Study LO3, 4 30%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Positive Health Promotion - Whakapakari Hauora<br />
AS7333<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
90<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with the knowledge <strong>of</strong> international, national and health<br />
promotion definitions and policies and the application <strong>of</strong> positive health strategies for<br />
counselling and addiction services and practice.<br />
Topic(s) or summary <strong>of</strong> content:<br />
Contemporary approaches to health and wellbeing<br />
Health promotion models policies and strategies<br />
Developing health promotion initiatives
Topic 1:<br />
Contemporary Approaches to Health and Wellbeing<br />
Learning Outcome(s):<br />
Students will be able to discuss contemporary approaches to health and well-being<br />
including the contribution <strong>of</strong> positive psychology, holistic models and strengths based<br />
practice to counselling and alcohol and drug practitioner pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
1.1 Contemporary approaches to health and illness, wellness and wellbeing are<br />
discussed in relation to different social and cultural contexts. Range must<br />
include: Maori holistic and wellness philosophies Pacifika concepts <strong>of</strong> wellness<br />
and healing, issues and concepts appropriate for migrants, lifecycle, gender,<br />
sexual orientation<br />
1.2 The key concepts <strong>of</strong> strengths based practice and positive psychology<br />
approaches to health and wellbeing are explained for different social and cultural<br />
contexts<br />
1.3 Positive, holistic assessment and treatment policies and approaches in New<br />
Zealand are described. Range includes: mental health, physical health,<br />
addiction, youth issues<br />
1.4 Community health promotional facilities activities and empowerment are<br />
discussed<br />
1.5 The application <strong>of</strong> positive health models to counselling and addiction services<br />
practice is discussed for two selected practice issues<br />
Topic 2:<br />
Health Promotion Policies and Strategies<br />
Learning Outcome(s):<br />
Students will be able to critically examine current regional national and international<br />
health promotion models, policies and strategies and evaluate their effectiveness for<br />
the New Zealand context.<br />
Assessment criteria:<br />
2.1 Definitions, models and strategies in health promotion models, are discussed.<br />
Range includes: international, national, and regional health promotion policies<br />
and initiatives; key international and national health promotion charters and<br />
legislation<br />
2.2 Definitions and philosophies <strong>of</strong> physical and mental health are explained for the<br />
New Zealand context.<br />
2.3 The role <strong>of</strong> public health policy in positive health promotion is discussed<br />
2.4 The effectiveness <strong>of</strong> current national, local and international health promotion<br />
policies and strategies is discussed in general, and for the New Zealand context.<br />
Range must include: community initiatives, strategies for migrants, lifecycle,<br />
gender
Topic 3:<br />
Developing Health Promotion Initiatives<br />
Learning Outcome(s):<br />
Students will be able to articulate the key issues and concepts <strong>of</strong> health promotion<br />
within a particular community and plan a response<br />
Assessment criteria:<br />
3.1 Key health issues are identified for a community<br />
3.2 Individual, social and community considerations are identified and explained<br />
3.3 Current local community and/or national policy strategies and responses are<br />
evaluated<br />
3.4 Health promotion initiative is planned<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Test LO2 20%<br />
Project, Written Report and<br />
Presentation<br />
LO1, 3 80%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
Group Work Practice<br />
BC7330<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for each<br />
delivery mode)<br />
Face-to-face tuition 18<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab 48<br />
Resource based learning (not<br />
online)<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without direct<br />
tutorial support)<br />
84<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with a critical understanding <strong>of</strong> group work theory, group<br />
processes, and the skills for working with groups <strong>of</strong> people in a range <strong>of</strong> pr<strong>of</strong>essional<br />
contexts.<br />
Topic(s) or summary <strong>of</strong> content:<br />
<br />
<br />
<br />
<br />
Group processes, group dynamics and group development<br />
Models <strong>of</strong> group work practice<br />
Planning and organising a group work <strong>programme</strong><br />
Developing group work skills
Topic 1:<br />
Group Processes, Group Dynamics and Group Development<br />
Learning Outcome(s):<br />
Students will be able to analyse key social processes and dynamics <strong>of</strong> human groups<br />
as they develop over time.<br />
Assessment criteria:<br />
1.1 Key social processes <strong>of</strong> human groups are analysed<br />
1.2 Key dynamics <strong>of</strong> human groups are analysed<br />
1.3 Changes in group development over time are analysed<br />
1.4 The influence <strong>of</strong> group processes and roles on power and equality are analysed<br />
Topic 2:<br />
Models <strong>of</strong> Group Work Practice<br />
Learning Outcome(s):<br />
Students will be able to compare and critically evaluate the distinctive features and<br />
applications <strong>of</strong> different theories and models <strong>of</strong> group work practice.<br />
Assessment criteria:<br />
2.1 The distinctive features <strong>of</strong> different theories and models <strong>of</strong> group work practice<br />
are compared and critically evaluated<br />
2.2 The applications <strong>of</strong> different theories and models <strong>of</strong> group work practice are<br />
compared and critically evaluated<br />
Topic 3:<br />
Planning and Organising a Group Work Programme<br />
Learning Outcome(s):<br />
Students will be able to plan and justify a group work <strong>programme</strong> for an area <strong>of</strong><br />
pr<strong>of</strong>essional practice.<br />
Assessment criteria:<br />
3.1 A particular area <strong>of</strong> pr<strong>of</strong>essional practice conducive to a group work approach is<br />
identified<br />
3.2 The rationale for the proposed model <strong>of</strong> group work is justified<br />
3.3 The aims and activities <strong>of</strong> the group are designed<br />
3.4 The roles <strong>of</strong> group leaders and group members are defined<br />
3.5 Methods for recording and evaluating the group work <strong>programme</strong> are defined<br />
3.6 Ethical and cultural issues relevant to the <strong>programme</strong> are assessed<br />
Topic 4:<br />
Developing Group Work Skills<br />
Learning Outcome(s):<br />
Students will be able to reflect on and assess their skills as a facilitator <strong>of</strong> groups<br />
and make a plan for pr<strong>of</strong>essional development.<br />
Assessment criteria:<br />
4.1 Skills and competencies for effective group work practice are defined<br />
4.2 Own group work practice is evaluated<br />
4.3 A plan to develop group work practice skills is proposed
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written assignment LO1, 2 20%<br />
Presentation LO3 40%<br />
Role play LO3, 4 20%<br />
Pr<strong>of</strong>essional conversation LO4 20%<br />
Reporting Grades:<br />
Grade Key 3<br />
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.
COURSE TITLE:<br />
Course Number:<br />
The Dynamics <strong>of</strong> Abuse<br />
BC7331<br />
Level: 7<br />
Credits: 15<br />
Pre or Co requisites: Nil<br />
Learning Hours: (Complete for<br />
each delivery mode)<br />
Face-to-face tuition 60<br />
Self-directed with tutorial support<br />
available<br />
Online<br />
Supervised Clinical Practice Lab<br />
s<br />
Clinical Practice Assessment<br />
Supervised work experience<br />
Self-directed (out <strong>of</strong> class without<br />
direct tutorial support)<br />
Workplace project<br />
Tests and examinations<br />
Other<br />
(State)……………………………..<br />
90<br />
Total learning hours 150<br />
Aim(s):<br />
To provide students with knowledge <strong>of</strong> physical, sexual, and psychological forms <strong>of</strong><br />
abuse, and an introduction to abuse therapy, at a level congruent with their<br />
pr<strong>of</strong>essional practice as beginning Counsellors and Alcohol and Drug practitioners.<br />
The course will help students understand the complexities <strong>of</strong> working with the<br />
perpetrators and survivors <strong>of</strong> abuse, and to consider the links between forms <strong>of</strong><br />
abuse, and addiction, and mental and physical health.<br />
Topic(s) or summary <strong>of</strong> content:<br />
The Definitions <strong>of</strong> Abuse<br />
The Dynamics <strong>of</strong> Forms <strong>of</strong> Abuse<br />
Incidence and Disclosure <strong>of</strong> Abuse<br />
Intervention, Assessment and Therapy
Topic 1:<br />
The Definitions <strong>of</strong> Abuse<br />
Learning Outcome(s):<br />
Students will be able to define the different forms <strong>of</strong> abuse in terms <strong>of</strong> legislation,<br />
culture, language, mental and physical health, myths and beliefs; identify and explain<br />
some <strong>of</strong> the societal family and community factors (including attitudes) that impact on<br />
the way we define ‘abuse’.<br />
Assessment criteria:<br />
1.1 The sociological and legal definitions <strong>of</strong> different forms <strong>of</strong> abuse are identified<br />
and explained Range:--sexual, physical and psychological abuse<br />
1.2 Myths, beliefs, and attitudes to different forms <strong>of</strong> abuse are described<br />
1.3 Societal, cultural, family and community factors that impact on the definition <strong>of</strong><br />
abuse are identified and analysed<br />
1.4 The impact <strong>of</strong> language on the definition <strong>of</strong> various forms <strong>of</strong> abuse and the<br />
‘naming’ <strong>of</strong> the acts <strong>of</strong> abuse is explained<br />
1.5 The Diagnostic and Statistical Manual <strong>of</strong> Mental Disorders (DSM) V categories<br />
relevant to abuse are identified and explained<br />
Topic 2:<br />
The Dynamics <strong>of</strong> Forms <strong>of</strong> Abuse<br />
Learning Outcome(s):<br />
Students will be able to explain the dynamics <strong>of</strong> different forms <strong>of</strong> abuse as they<br />
relate to occurrence, the behaviours and responses <strong>of</strong> perpetrators and survivors;<br />
and the impact on family and community.<br />
Assessment criteria:<br />
2.1 The societal contexts in which forms <strong>of</strong> abuse may occur are explained<br />
2.2 How power operates in abusive relationships and situations is<br />
explained<br />
2.3 Issues, behaviours, and responsibilities <strong>of</strong> child and adult abusers are<br />
explained<br />
2.4 Family and community responses to different forms <strong>of</strong> abuse are<br />
explained and analysed<br />
2.5 The different responses and presentation characteristics <strong>of</strong> survivors <strong>of</strong><br />
abuse are described: children, adolescents, adults, elderly people<br />
2.6 The mental health context, including the DSM-V definitions, and issues<br />
resulting from forms <strong>of</strong> abuse are described<br />
Topic 3:<br />
Incidence and Disclosure <strong>of</strong> Abuse<br />
Learning Outcome(s):<br />
Students will be able to explain the beliefs, myths and attitudes that impact on the<br />
disclosure <strong>of</strong> different forms <strong>of</strong> abuse, and the ethical, personal and legal issues
attached to disclosure processes. Students will also be able to discuss the incidence<br />
<strong>of</strong> the forms <strong>of</strong> abuse within different population groups.<br />
Assessment criteria:<br />
3.1 The impact <strong>of</strong> cultural and societal beliefs, myths, and attitudes on<br />
disclosure is explained<br />
3.2 Disclosure processes are described, and legal, ethical and personal issues<br />
relating to these processes are explained<br />
3.3 The incidence <strong>of</strong> forms <strong>of</strong> abuse within different population groups is discussed<br />
Topic 4:<br />
Intervention, Assessment and Therapy<br />
Learning Outcome(s):<br />
Students will be able to explain policies, support, and therapy for survivors and<br />
perpetrators <strong>of</strong> forms <strong>of</strong> abuse, describe an assessment process, and discuss a<br />
range <strong>of</strong> relevant therapeutic models.<br />
Assessment criteria:<br />
4.1 New Zealand abuse-related research and reports relating to legal, ethical and<br />
community responses, support and therapy, (such as government taskforce<br />
reports and recommendations) are identified and explained<br />
4.2 Policies, support, therapy available in New Zealand for abuse survivors and<br />
perpetrators are identified and explained<br />
4.3 A range <strong>of</strong> assessment and therapeutic models appropriate for counselling<br />
abuse survivors and perpetrators is analysed<br />
4.4 Knowledge and understanding <strong>of</strong> therapeutic process issues such as referral,<br />
role <strong>of</strong> the therapist, boundaries, style <strong>of</strong> therapy, safety <strong>of</strong> the client,<br />
transference and counter-transference and termination is demonstrated<br />
Student Resources:<br />
Recommended texts are listed in the course <strong>handbook</strong>.<br />
Assessment:<br />
Methods Learning Outcomes Weightings<br />
Written assignments LO1, 2, 3 60%<br />
Case study LO4 40%
Reporting Grades:<br />
Grade Key 3
Successful Completion <strong>of</strong> Course:<br />
Students must achieve a minimum 50% grade in each assessment.