Course Outline

COU706 Counselling Children and Young People

Course Coordinator:Monique Pangari ( School:School of Law and Society

2023Semester 1

UniSC Sunshine Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


This course provides knowledge, skills and experience in child and adolescent counselling. You will develop your practice framework for counselling children based on an integrative model that incorporates cognitive-behavioural, emotion-focused and creative arts-based approaches. You will develop experiential skills needed to engage children and adolescents in therapy, using the five-stage model. The course weaves the use of problem-solving strategies, cognitive and emotion-focused activities, art-making, music-based and language-based modes of self-reflection, and use of movement and games.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Tutorial/Workshop 1 – On campus workshop - 3 hours 3hrs Week 1 13 times

Course Topics

Introduction to Child-Friendly Counselling: Goals of counselling children and adolescents; Differences to working with adults; Multiple intelligences in child counselling; Use of appropriate media: art, music, movement.

Foundations for Success: Building Rapport and Somatic Awareness: Beginning counselling process with a young client; Child/Counsellor relationship and counsellor qualities; Helping the child tell their story; Introduction to the 5-Stage Session Model.

Visual Art in CounsellingArt-based strategies for enabling a child to tell their story; Processing emotion through art; Reflecting on family dynamics through art; Using art for integration.

Emotion: The heart of change: Helping the child tell their story; Emotional literacy; Emotional processing.

Child-Friendly Cognitive Behavioural Activities: Principals of CBT; Functional analysis; Surveying beliefs about self; Problem solving; Mindfulness vs rumination.

Supporting Adolescent Clients: Developmental stages; Dealing with resistance and transference; Working with adolescents through experiential engagement; Use of skills and strategies to deal with anger.

Music and Movement: Musical strategies for enabling a young client to reflect on their experiences; Use of music and movement; Music and emotional literacy.

Parent Liaison; The child-friendly therapy setting: Research on consulting rooms; Liaising with parents and carers; Integration activities; Future-focused visualisation; Termination of counselling.



What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Completing these tasks successfully will contribute to you becoming...
1 Identify, analyse and apply the principles and practices of child and adolescent counselling. Knowledgeable
2 Develop a practice framework for counselling children based on an integrative model for children and adolescents. Knowledgeable
3 Develop and demonstrate skills in counselling children and adolescents (forming a therapeutic relationship, and supporting change). Knowledgeable
4 Understand and apply ethical responsibilities and professional requirements underpinning counselling children and adolescents. Knowledgeable
5 Demonstrate academic scholarship Knowledgeable

Am I eligible to enrol in this course?

Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Enrolled in Program AR708


Not applicable


Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

Timely and detailed feedback is provided for each assessment. Feedback is provided both within text and general comments to build scholarly skills. Students are able to seek feedback through face-to-face discussion with the course coordinator. Tutorials will include extended discussion and review of the assessment task requirements and scope.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Oral Individual 0%
10 minutes
Week 4 In Class
All 2 Written Piece Group 40%
2250 words
Week 6 Online Submission
All 3 Plan Individual 35%
2000 Words
Week 9 Online Submission
All 4 Journal Individual 25%
1500 words
Week 12 Online Submission
All - Assessment Task 1:Review of Video Session
To apply theory presented in the course to critique a recorded counselling session with a child or adolescent.
Product: Oral
A brief oral critique of a recorded counselling session with a child or adult, accessed via the USC library. Reflection questions for critique will be supplied in class.
No. Learning Outcome assessed
Demonstrate early understanding of child counselling theory
1 4
Provide evidence of reflective process in critique of recorded session
Provide clear and concise feedback on reflections
All - Assessment Task 2:Literature review of a child-friendly therapy modality
In pairs, you will review the research, outcome and descriptive literature on a modality for counselling children and / or adolescents providing a summary of implications for counsellors from the literature.
Product: Written Piece
Working in pairs - with another student from COU706 - you will review the literature on counselling children and / or adolescents. The literature review  will include research outcomes, commentary on the significance of the types of research available, implications of the outcomes reported, and descriptions of the variety of applications.
No. Learning Outcome assessed
Content - Evidence of wide reading of up-to-date (within the last ten years) literature (minimum of 20 references. Analysis of the research, including research methods used and implications for practice from research outcomes.
2 4
Originality - Ability to analyse, synthesise and apply research findings.
1 2 5
Quality of academic writing - Clear and succinct introduction and conclusion, logical and coherent argument, correct grammar and spelling, accurate use of APA6 style and referencing.
All - Assessment Task 3:Application of a child or adolescent-friendly therapy approaches to a case study
You will develop a counselling session framework for working with a case study of a young client, noting therapeutic activities and potential outcomes.
Product: Plan
A 2000 (approx.) word written report on planning a counselling session for a child or adolescent, choosing from a range of case stories. The report will be completed within a pre-formatted session report framework, where stages of the session, possible therapeutic activities (from among those presented in the course) and rationales for their choice, and possible outcomes are noted.
No. Learning Outcome assessed
Content: Suitability of the therapeutic approaches and modalities described to the case story and developmental stage of the client. Choice of activities (from among those presented within the course).
1 2 3
Argument: Relevant rationale(s) for the modalities and therapeutic actions selected.
1 4
Originality: evidence of an integrative selection of therapeutic methods.
1 2 3
Evidence of careful planning and understanding of the therapeutic stages in working with young clients.
1 3
Clarity and expression: Quality of expression. Accuracy of grammar, punctuation, spelling, referencing and word limit.
All - Assessment Task 4:Reflective journal summary
You will reflect on the basic principles and practices of child and adolescent counselling.
Product: Journal
A written summary of your reflections on outcomes from participating in the experiential activities of the course. The essay will be presented in a diary style, using the first person, and needs to be reflective and analytical rather than descriptive of the activities.
No. Learning Outcome assessed
Evidence of regular reflection on the impact of participating in the modality experiences within the course.
2 4
Ability to conceive ways young clients might respond – whether in a similar or different way to you.
1 2
Ability to analyse outcomes and deduce implications for practice, based on personal learning.
1 2
Knowledge of the basic principles and practices of child and adolescent counselling.
1 2

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Mark Pearson,Helen Wilson 2009 Using Expressive Arts to Work with the Mind, Body and Emotions n/a Jessica Kingsley Publishers

Specific requirements

Bring A3 Art Pad and Crayons

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct.

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


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Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

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Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
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  • Supplementary Assessment
  • Administration of Central Examinations
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  • Student Academic Misconduct
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