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Relationship Skills for Educators 1 (EDUC90628)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
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Fees | Look up fees |
This subject explores the educator’s role in the promotion of student wellbeing including contemporary issues in the delivery of wellbeing in educational settings and effective helping strategies in addressing young people’s wellbeing. Students will engage with and apply a psycho-educational model of helping for educators with a strong focus on skilled interpersonal communication and its role in effective helping. Personal values and professional accountability in helping in educational setting are also explored.
Intended learning outcomes
On completion of this subject students, should be able to:
- Critically reflect on the educator’s role in the promotion of student wellbeing;
- Apply the theories, research and values underlying helping models used in education settings to professional practice;
- Understand and apply a specific psycho-educational model of helping with a critical understanding of appropriate ethical practice and role boundaries for educators.
Generic skills
- Critical reasoning and thinking
- Problem solving
- Communication
- Evidence based decision making
- Teamwork and professional collaboration
- Self-reflection, career awareness and lifelong learning
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Reflective task (1,000 words), mid semester, (20%)
- Assignment (4,000 words), end of semester, (80%)
Hurdle requirements:
Minimum of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Annie Gowing Mode of delivery On Campus (Parkville) Contact hours 24 Total time commitment 170 hours Pre teaching start date 1 February 2018 Pre teaching requirements During the pre-teaching period students are required to review materials on the LMS. Teaching period 17 February 2018 to 22 April 2018 Last self-enrol date 5 February 2018 Census date 23 February 2018 Last date to withdraw without fail 13 April 2018 Assessment period ends 21 May 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Egan, G. (2014). The skilled helper: A problem-management and opportunity-development approach to helping (10 th Ed.). Brooks/Cole.
Bolton, Robert. (1987). People Skills: How to assert yourself, listen to others, and resolve conflict. Pymble, NSW; Simon & Schuster.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Education (Student Wellbeing) - Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Last updated: 10 February 2024