EVANS J (2008) Online Counselling and Guidance Skills. A Practical Resource for Trainees and Practitioners, London Sage Publications
KOTTLER J, Kottler E (2000) Counselling Skills for Teachers. California, Corwin Press,
McLEOD J (2003) An Introduction to Counselling, 3rd Edn, Maidenhead, McGrew Hill Education.
NELSON-Jones Richard (2007) 2nd Edn, Basic Counselling Skills: A Helper's Manual, London Sage Publications
NELSON-Jones Richard (2008) 3rd Edn An Introduction to Counselling Skills: Text and Exercises, London Sage Publications

Times Education Supplement: FE Focus: http://www.tesfefocus.co.uk
Guardian: http://education.guardian.co.uk/
Journal of Further and Higher Education
Journal of Vocational Education and Training
Research in Post Compulsory Education
Blackboard and College VLEs

http://www.taft.cc.ca.us/lrc/class/assignments/actlisten.html
http://www.iamnext.com/people/listen.html
http://www.albany.edu/aging/poe/resources/TipSheet1ActiveListening.pdf
http://changingminds.org/disciplines/change_management/kubler_ross/kubler_ross.htm
http://www.healthteacher.com/teachersupports/skills4.asp

During this module you will participate in a range of teaching and learning strategies, for example: Discussions, individual and group tasks, presentations, observation of experienced practitioners; workshop activities, reading and research, blended learning, guest speakers, demonstration of own practice, reflection and self assessment.

This module aims to deepen your understanding of the differences between the role of the teacher and the role of the counsellor. You will critically review the boundaries of the teaching role, and identify potential situations where the use of counselling micro skills may be appropriate. You will also examine the role of referral for learners, and analyse situations where referral is appropriate.

You will review the environmental and proxemic factors that could affect communication. You will look at the concept of 'openers' and how to overcome initial resistance to communicating. You will study effective communication and interpersonal skills used to maintain interaction.

You will identify potential barriers and listening blocks (e.g. prejudice, judgmental attitude, blaming etc), that may damage an interaction and analyse how previous experiences, values, beliefs and assumptions have an impact on an interaction.

You will review some underlying theories related to communication skills (e.g.Carl Rogers and the core conditions, Egan's model, Berne's Transactional analysis).

You will investigate guidance and support networks available to support you as the teacher and also those available to support the student.

You will review how to analyse your own approaches, strengths and development needs in relation to using the micro skills of counselling in a teaching situation

Learning outcomes will be assessed through:

1. A reflective journal. You will record events and reflections related to your use of counselling and communication skills in a reflective journal of 2000 words. You will use supplementary evidence (e.g. case studies, profiles, individual learning plans, resources, assessments and feedback), in your appended evidence, that show a refinement of your skills and innovation in your approach to counselling skills in practice. You must provide a satisfactory observation undertaken during this assignment (weighting 75%, LOs 1,2,3,4,5)

2. A completed module workbook which will provide evidence of your development of the underpinning knowledge and skills in the key areas discussed throughout the module. 500 words (weighting 25%, LOs 1,2,3,4,5)

All assessment tasks must be passed at a minimum grade point 4

Completion of first year modules