Provides 'front line' professionals with the knowledge and skills required to effectively support children and young people who are experiencing personal difficulties and require emotional support. Emphasis is placed on recognising when such support is needed and why, when and how to refer to other support services, such as counselling.
MODULE 1 - Recognising why and when young people need emotional support - Theoretical contexts for understanding children's emotional concerns - Contexts of engaging with children and young people (eg. Schools, families, peer-interaction) - Causes of emotional distress (issues such as friendship issues, family dynamics, abuse, loss and grief, bullying, suicide).
MODULE 2 - Responding to children and young people's emotional needs - The role (and limitations) of 'front line' professionals - Building self-esteem and promoting resilience - Identifying appropriate means of providing support practical support - Ethical and legal considerations - The importance of reflective practice.
MODULE 3 - Referring to other service providers - Distinguishing between the need for social and emotional support and issues related to mental health, care and protection - An overview of relevant services and service models for children needing specialised support - counselling/therapy, mental health and child protection - Theoretical frameworks and therapeutic modalities for counselling and therapy with young people.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||recognise when and why young people might need emotional support||Communication and social skills|
|2||discuss the role of 'front-line' professionals in providing emotional support, including the relationship between their role and that of other professionals such as counsellors||Ethical practice||Communication and social skills|
|3||demonstrate appropriate skills in responding to young people experiencing difficulties, crisis or distress||Creativity||Ethical practice|
|4||recognise which services young people may need to be referred to and how such referrals might be sensitively approached||Ethical practice||Communication and social skills|
|5||describe a range of the theoretical frameworks and therapeutic models that underpin emotional support services for young people, including different counselling and therapeutic modalities||Ethical practice|
|6||critically evaluate their own interpersonal skills when engaging with children and young people requiring emotional support.||Creativity||Ethical practice||Communication and social skills|
- No prescribed texts.
Teaching and assessment
|Structured online learning N/A (N/A)|
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2016 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.