CURRICULUM OF

MS Career Counselling & Education

Center for Counseling and Career Advisory

National University of Sciences and Technology,

Sector H-12, Islamabad

1
 FACULTY- MS Career Counselling & Education C3A, NUST

Dr. Gulnaz Zahid Assistant Professor PhD Education

Assistant MS Career Guidance and

Ms. Nadia Jahan
Professor Development, UK

Ms. Saeeda Lecturer MPhil Developmental/Cognitive

Khanum Psychology

2
 Contents

Introduction 4

Mission 4

Objectives 5

Eligibility Criteria 5

Assessment Methodology 6

Grading Scheme 6

Structure of Program 7

Courses Being Offered 8

Contents of the Courses 9

.
CCE-801 Career Counseling Skills 9
CCE-803 Career Development Theories 10
CCE-804 Career - Related Curriculum 12
Development
CCE-811 Introduction To Social Research 13
CCE-802 Advance Practice Skills 15
CCE-805 Career Related Learning 17
CCE-806 Testing And Assessment In Career 18
Counseling
CCE-807 Workplace Counseling 20
CCE-821/822 Labor Markets And Education 21
(School Leavers And Graduates
CCE-831 Developing Community Networks 22
CCE-841 Peer Support and Supervision
24

3
INTRODUCTION

Centre for Counseling and Career Advisory (C3A) is a unit of NUST that provides primary
mental health services to all the NUST students, faculty, personnel and families of those
associated, within and outside the H-12 campus. The core objective of C3A is to provide
professional counseling service, for educational, social, emotional or psychological issues
that may inhibit personal or professional performance and advancement. C 3A has recently
established its academic block to offer Postgraduate Diploma, Advanced Postgraduate
Diploma and MS in Career Counselling & Education. The purpose of programme is to
address the need of developing career counsellors ability to help their clients with improving
their self-efficacy through self-exploration and understanding of the world of work. This
interactive program is designed for the individuals who are involved or wish to provide career
advice, information and guidance in educational institutions and other organizations. The
professional skills and knowledge gained through this course will improve career counsellors
abilities to assist individuals in making well informed career decisions to enter into a career
of their interest.

To maintain the quality of learning C3A has ensured to provide its students with updated
knowledge integrated with practical exposure and educational technologies. To enrich the
expertise of professional career counsellors individual counselling sessions, career-related
activities, educational/industrial placements and short visits are being arranged throughout
the programme. The centre also offers workshops, seminars and lectures to augment the
counselling process apart from carrying out research on a variety of psychological and
educational issues.

MISSION

Develop better understanding of career counselling and career

education concepts, skills and their role in the educational sector of
Pakistan
Establish and organise good working relationship between
educational institutions and employment industry through developing
understanding and database of current labour market information
Enable NUST to become the producer of qualified career counsellors,
who will be able to impart their professional knowledge and skills, in
their own employment contexts, for the wider benefit of education
and leadership in Pakistan

4
OBJECTIVES

Prepare professional career counsellors for educational, community

and workplace settings including, schools, colleges, universities,
recruitment/employment agencies and guidance offices based in
public and private sectors
Equip counsellors with the requisite skills and techniques to facilitate
their clients career exploration process
Create awareness and understanding on career-related issues by
explaining the concept of career counselling process and the role of a
career counsellor
Refine research, writing and communication skills of the participants
Impart resume review techniques
Develop understanding of contemporary careers and labour market
issues
Develop a professional support network of contacts through engaging
with different academic and industrial organizations
Promote writing reflective learning accounts, which enable course
participants to evaluate and reflect upon on their own professional
learning and practical skills

ELIGIBILITY CRITERIA

16 years of schooling: Masters or Bachelors (four years) degree from

any academic background, recognized by Higher Education
Commission (HEC) Pakistan, with minimum CGPA 2.5 or 65% marks
Two Grade C/ 2nd Divisions (Marks > 50%) are allowed in academic
career
No Grade D/ 3rd Division (Marks < 50%) is allowed in academic
career.
GAT (General) conducted by NTS with at least 50 raw score or GRE
(General) conducted by ETS, USA, with following minimum score
separately in each section:-

Quantitative 650/800 151/170

Verbal 400/800 146/170

Analytical Writing 3.5/6.0 3.5/6.0

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6
 ASSESSMENT METHODOLOGY

Weighti
Nature of Duratio Frequency
ng
Examination n
(%age)

End semester 2- 3 1 40-50

examination hours

One Hour One 1 CH Course minimum 1 OHT 30-40

Test(s)* hour
2-4 Credit Hours Courses
minimum 2 OHTs

Quizzes - 1 CH Course minimum 2

2 Credit Hours and above 10-15

Courses minimum 3

Assignments Own - 5-10

time

Project(s) Own - 10-20

time

Lab Work 3 1 per week for each lab CH 70-80

/Projects contact
hours

* Mid Semester Examination will be held in lieu of OHTs during Summer

Semester.

GRADING SCHEME

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Letter Grade Grade Points

A 4.00

B+ 3.5

B 3.00

C+ 2.5

C 2.00

F 0.00

I Incomplete

W Dropped

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 Structure of Program

Course Structure Core courses (modules) Credits

(NUST)
Postgraduate Diploma Career Counselling Skills (CCE 801) 3
Career Development Theories (CCE 2
803)
Career-related Curriculum 2
Development (CCE 804)
Introduction to Social Research (CCE 3
811)
Postgraduate Advanced Practice Skills 3
Advanced Diploma (CCE 802)
Career-related Learning 3
(CCE 805)
2
Testing and Assessment in Career
Counselling (CCE 806)

or
2
Workplace Counselling (CCE 807)
Labour Market and Education for 2
School Leavers (CCE821)

or

Labour Market and Education for

2
Graduates (CCE822)

MS Developing Community Networks (CCE 2+1

831)

Peer Support and Supervision(CCE 2+1

841)

Thesis (CCE 899) 6

Courses Being Offered

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Stage 01: Postgraduate Diploma in Career Counselling & Education

Course Code Course Title CHs

CCE 801 Career Counseling Skills 3

CCE 803 Career Development Theories 2

CCE 804 Career-related Curriculum Development 2

CCE 811 Introduction to Social Research 3

Stage 02: Postgraduate Advanced Diploma in Career Counselling &

Education

- Postgraduate Diploma 10

CCE 802 Advance Practice Skills 3

CCE 805 Career-related Learning 3

Testing and Assessment in Career
CCE 806 Counseling 2

- Or -

CCE 807 Workplace Counseling 2

Labour Market and Education for School
CCE 821 Leavers 2

- Or -

CCE 822 Labour Market and Education for Graduates 2

Stage 03: MS in Career Counselling & Education

- Postgraduate Advanced Diploma 20

CCE 831 Developing Community Networks 2+1

CCE 841 Peer Support and Supervision 2+1

CCE 899 Thesis 6

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 Detailed Course Contents

CCE - 801 CAREER COUNSELLING SKILLS

Credit Hours: 3

Pre-Requisites: None

Course Objectives

To develop understanding and skills in career counselling and their

use in career development
To integrate this understanding with practice in a variety of contexts

Course Contents

The course covers topics including: What is career counselling?

The nature of career counselling, professionalism and career
counselling associations
Ethics of professional practice and historical perspectives of career
counseling
Current scope of career counselling profession in Pakistan
Humanistic approaches to career counselling, career counselling
models
Ethics and values in career counselling.

Course Outcomes

Identify and describe the role of career counselling in career

development and its relationship to classic and contemporary
theories.
Critically evaluate and interpret the role of career counselling in
career development and its relationship to classic and contemporary
theories.
Creatively apply counselling skills in career contexts and reflect on
their practice to refine its effectiveness, and integrate this theoretical
knowledge with case studies of career development dialogue and
identify any ethical issues.

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Reading List / Text Books

Sharf, R.S. (2010). Applying Career Development Theory to

Counseling (5th Edition). Belmont, CA: Brooks/Cole.
Athanasou, J.A. and Esbroeck, R.V. (2008) (eds.). International
Handbook of Career Guidance. Dordrecht, Netherlands: Springer.
Frigerio, G. (2010). Reinventing careers: creating space for students
to get a life. Journal of the National Institute for Career Education and
Counselling, 26: 9-14.
Gothard, B. (1999). Career as a myth.Psychodynamic Counselling,
5.1: 87-97.
McMahon, M. and Patton, W. (2006) (eds.). Career Counselling:
Constructivist Approaches. Abingdon: Routledge.
Palmer, S. and Whybrow, A. (eds.) (2007).Handbook of Coaching
Psychology. London: Routledge.
Savickas, M.L. and Walsh, W.B. (eds.). (1996). Handbook of Career
Counseling Theory and Practice. Palo Alto, CA: Davies-Black.
Young, R.A., Valach, L. and Collin, A. (2002).A contextualist
explanation of career.In D. Brown and Associates, Career Choice and
Development (4th edn.). San Francisco, CA: Jossey-Bass.

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CCE - 803 CAREER DEVELOPMENT THEORIES
Credit Hours: 2

Pre-Requisites: None

Course Objectives

To examine the nature of career and the range of factors which

influence individuals career development.
To introduce the principles and practice of career counseling and the
inter-relationships between career information, advice, guidance,
counseling, coaching and career-related learning.
To develop knowledge and understanding of classic and
contemporary career development theories from a range of discipline
areas.
To integrate and apply these career development theories in a
variety of contexts and practices.

Course Contents

The course covers topics including: Definitions of career

Introduction to career development support, influences on career
development
Theory and practice, overview of contemporary and classic
perspectives on career development, matching career development
theories
Developmental career development theories, contextual career
development theories
Learning-based career development theories, narrative-based career
development theories
Psychodynamic perspectives on career development, case studies
Career development theories and their relationship to models of
counselling

Course Outcomes

Explain what is meant by career and the inter-relationship between

career information, career advice, career guidance, career
counseling, career coaching and career-related learning.

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 Identify career development theories from a range of discipline
areas.
Describe ethics and values associated with career development.
Critically evaluate and interpret the knowledge listed above in
relation to selected case studies.
Creatively apply and integrate the knowledge listed above in relation
to selected case studies.

Reading List / Text Books

Inkson, K. (2007). Understanding Careers: the Metaphors of Working

Lives. London: Sage.
Arthur, M.B., Hall, D.T. and Lawrence, B.S. (eds.) (1989).Handbook of
Career Theory. Cambridge: Cambridge University Press.
Athanasou, J.A. and Esbroeck, R.V. (eds.) (2008).International
Handbook of Career Guidance. Dordrecht, Netherlands: Springer.
Brown, D. and Associates (eds.) (2002).Career Choice and
Development (4th edn.). San Francisco, CA: Jossey-Bass.
Sugarman, L. (2001). Life-Span Development: Frameworks, Accounts
and Strategies. Hove: Psychology Press.

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CCE - 804 CAREER - RELATED CURRICULUM DEVELOPMENT

Credit Hours: 2

Pre-Requisites: None
Course Objectives
To develop understanding and knowledge of process involved in
curriculum development.
To integrate this understanding with practice in relation to career-
related learning in a variety of educational contexts in Pakistan.
To analyse the possibilities of correlating career-related learning
models with general academic subjects and curriculum practiced in
Pakistan.

Course Contents

The course covers topics including: What is curriculum?

Aims and objectives of curriculum and curriculum models
National and international policies for curriculum development,
blooms taxonomy
Curriculum planning, structure and organization of curriculum,
timetabling
Curriculum development, the place of careers education in
curriculum development
How to develop work-related learning model? Review and model
sharing activities

Course Outcomes

Identify the means and measures to develop a curriculum responding

to the social and economic need of a country.
Describe the process and challenges involved in curriculum planning
and development.
Develop a career- related learning module for career exploration and
engaging activities as part of any academic timetable.
Ability to perform an important role in curriculum development,
consultation and planning in any educational setting.

Reading List / Text Books

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 Taba, H. (1971).Curriculum Development: Theory and Practice.
Harcourt Publishers Ltd; International edition
Tyler, R. (1969). Basic Principles of Curriculum and
Instruction.Chicago and London: University Of Chicago Press.
Erickson, H. (2006). Concept-Based Curriculum and Instruction for
the Thinking Classroom.Corwin
Jacobs, H. (2010). Curriculum 21: Essential Education for a Changing
World. Association for Supervision & Curriculum Development

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CCE - 811 INTRODUCTION TO SOCIAL RESEARECH
Credit Hours: 3

Pre-Requisites: None

Course Objectives

To familiarize students with different types of research methods used

in a social research.
To develop knowledge and understanding of planning, designing and
preparing a research report or thesis.
To integrate and apply research methodology and methods for
careers education and informattion inquiry.

Course Contents

The course covers topics including: understanding social research,

literature review
Exploring research methodology, assessment tools in research,
research methods
Tools and instruments for data collection, how to prepare a research
proposal
Data analysis: qualitative and quantitative methods, computer
software for data analysis

Course Outcomes

Ability to plan, design and conduct a social research in careers

context.
Understanding the application of research methodology for desired
outcome in a research report or thesis.
Explain the approaches and procedures being used to conduct a
social research
Identify types of methods to be used for a social research.

Reading List / Text Books

Denscombe, M. (2002) Ground Rules for Good Research.

Maidenhead: Open University Press.

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 Bogdan, R. & Biklen, S. (1998). Qualitative research for education:
An introduction to theory and methods. Third Edition. Boston: Allyn
and Bacon
Creswell, J. (1998). Qualitative inquiry and research design:
Choosing among five traditions. Thousand Oaks, CA: SAGE
Publications.
Denzin, N. & Lincoln, Y., Eds. (2000).Handbook of qualitative
research. Thousand Oaks, CA: SAGE Publications.
Flick, U. (2011).Introducing Research Methodology: A Beginner's
Guide to Doing a Research Project. London: Sage

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CCE - 802 ADVANCED PRACTICE SKILLS
Credit Hours: 3

Pre-Requisites: CCE 801

Course Objectives

To familiarize with different approaches to career counseling.

To understand the type of support network available to individuals
and how to utilize this information.
To understand and apply higher levels of advance counseling
techniques in careers counseling interviews.
Knowledge of different assessment methods and tools used in
careers counseling
To become a reflective practitioner through learning how to reflect on
professional practice.
Applying critical reflective practice for continuous professional
development.

Course Contents

Students will learn about different counselling techniques covered

under constructivist approach which will be enable them to identify
the use of different counselling approaches and theories in individual
or group counselling sessions.
It will develop their understanding and practical knowledge of
running individual and group work counselling session.
Utilization and administration of various assessment techniques in
the counselling process will be covered. Professional practice through
reflective feedback on own and others performance will be covered
to develop professional skills through understanding and learning
from feedback.

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Course Outcomes

Identify the use of different counseling approaches and theories in

individual or group counseling sessions.
Understanding and practical knowledge of running a group work
session.
Utilization and administration of various assessment techniques in
the counseling process.
Developing professional practice through reflective feedback; ability
to reflect on own and others performance and to develop
professional skills through understanding and learning from
feedback.
Students will be able to communicate, in written and oral, counseling
theories and practices.
Reading List / Text Books

Ali, L., & Graham, B. (1996) The Counseling Approach to Careers

Guidance. London: Routledge.
Amundson, N. (2003) Active Engagement: enhancing the career
counseling process. Richmond: ErgonCommunications.
Argyris, C. and Schn, D. (1974) Theory in Practice: Increasing
Professional Effectiveness. San Francisco, CA: Jossey-Bass.

20
CCE - 805 CAREER RELATED LEARNING

Credit Hours: 3

Pre-Requisites: CCE-804

Course Objectives

To develop knowledge and understanding of the relationships

between career development and learning.
To integrate and apply this knowledge and understanding in the
design of career-related learning in formal and informal contexts.

Course Contents

Student will be engaged in the activities to identify theories of

career development and learning and will be able to outline a
process of course design, Negotiation, assessment and evaluation
for career-related activities.
Student will critically evaluate and interpret the knowledge listed
above in developing a distinctive stance in relation to teaching and
learning in this field.
They will also creatively apply and integrate the knowledge listed
above in relation to the enhancement of career-related learning in a
selected context.
Course Outcomes

Identify theories of career development and learning and outline a

process of course design, negotiation, assessment and evaluation.
Critically evaluate and interpret the knowledge listed above in
developing a distinctive stance in relation to teaching and learning in
this field.
Creatively apply and integrate the knowledge listed above in relation
to the enhancement of career-related learning in a selected context.

Reading List / Text Books

McCash, P. (2011). Designing a Generic Career Studies Module: a

Practical Example. Reading: Centre for Career Management Skills.

21
 Illeris, K. (ed.) (2009). Contemporary Theories of Learning. Abingdon:
Routledge.
Jones, R.A., Clarkson, A., Congram, S. and Stratton, N.
(2008).Education and Imagination: Post-Jungian Perspectives.Hove:
Routledge.
Kolb, D. (1984). Experiential Learning: Experience as the Source of
Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate
Peripheral Participation. Cambridge: Cambridge University Press.

22
CCE - 806 TESTING AND ASSESSMENT IN CAREER COUNSELLING

Credit Hours: 2

Pre-Requisites: CCE 801, 803, 811

Course Objectives

To familiarize course participants with the concept of when and

how to use different career assessment tools for self-exploration
and career inquiries.
To develop the ability to analyze and verify the test results in order to
get an accurate picture of personality.
To familiarize counselors with the concept of results interpretation
and managing clients expectations.

Course Contents

By the end of the course, participants will be able to use a variety of

assessment tools for better understanding of clients strengths to
expand their career options.
Throughout the course, learning about assessment techniques will
also enable students to identify individuals career planning need
and administration of specified test e.g. Intelligence Tests, Aptitude
Tests, Interest /Career Inventories and Personality Tests.
Students will be able to interpret test results by using standardized
testing tools and quality measures.
The course will be a mix of theory and practice to understand the
utilization of testing and assessment in career counselling process.

Course Outcomes

By the end of the course, participants will be able to use a variety of

assessment tools for better understanding of clients strengths to
expand their career options.
Learning assessment techniques will also enable students to identify
individuals career planning need.
Students will be able to interpret test results by using standardized
testing tools and quality measures.
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Reading List / Text Books

Gladding, S. T. (2007). Counseling: A comprehensive profession.

Columbus, OH: Merrill.
Zunker, V.G. (2002). Career Counselling. Applied concepts of life
planning (10th ed.). Pacific Grove, CA: Brooks/Cole.
Cohen, R.J. &Swerdlik, M. E. (1999). Psychological testing and
assessment: An introduction to tests and measurement. London:
Mayfield publishing company.
Dawson, P. and Guare, R. (2010).Executive Skills in Children and
Adolescents: A Practical Guide to Assessment and Intervention
(2nded). The Guilford Press
Durmmond, R.J. and Jones, K.D. (2009) Assessment Procedures for
Counselors and Helping Professionals (7th Ed.).OH: Pearson.
Ebel, R.L (1991). Measuring Educational Achievement. New Delhi:
Prentice-Hall of IndiaHays, P. (2007).Addressing Cultural Complexities
in Practice: Assessment, Diagnosis, and Therapy (2nd edition). Amer
Psychological Assn.Hood, A. & Johnson, R. (2007).Assessment in
Counseling: A Guide to the Use of Psychological Assessment
Procedures (4thEd). Amer Counseling Assn
Milner, J. and O'Byrne, P. (2004).Assessment and Counselling: Theory,
Process and Decision-Making. Palgrave Macmillan.
Osborn, D. &Zunker, V. (2011) Using Assessment Results for Career
Development (8th Ed.) CA: Brooks/Cole.
Sanborn, K and Ricci, R. W. (2003).The Seasons of Your Career.NY:
McGraw-Hill

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CCE - 807 WORKPLACE COUNSELLING
Credit Hours: 2

Pre-Requisites: CCE 801

Course Objectives

To familiarize course participants with the concept of different

organizational settings and structure.
To develop understanding of employees issues and dilemmas in a
work setting.
To highlight the importance of providing effective counseling,
coaching and mentoring services for employees skills, performance
and development.
To familiarize counselors with a framework of developing support
network for career transition.

Course Contents

The course covers understanding the world of work and role of a

counsellor in facilitating organizational and individual to achieve their
goals.
It highlights various models of working scenarios to identify
employees career problems & needs.
Students will be able to clarify the difference between counselling,
coaching and mentoring.
Students will also learn about supporting and managing employees
career development and transition.

Course Outcomes

Understanding the world of work and role of a counselor in

facilitating organizational and individual to achieve their goals.
Highlight various models of working scenarios to identify employees
career problems & needs.
Clarify the difference between counseling, coaching and mentoring.
Supporting and managing employees career development and
transition.

25
Reading List / Text Books

Alred, G., Garvey, B. and Smith, R. (1998) Mentoring

pocketbook.Alresford: Management Pocketbooks.
Arthur, M.B. and Rousseau, D.M. (1996).The Boundaryless Career: a
New Employment Principle for a New Organisational Era. Oxford:
Oxford University Press.
Buchanan, D. and Huczynski, A. (2004) Organizational Behaviour: An
Introductory Text (5thed). Harlow: Pearson.
Carroll, M. and Walton, M. (eds) (1997). Handbook of Counselling in
Organization. London: Sage
Caplan, J. (2005) Coaching for the Future. Mumbai: Jaico Publishing
House
Zunker, V.G. (2002). Career Counselling. Applied concepts of life
planning (6th ed.). Pacific Grove, CA: Brooks/Cole.

26
CCE 821 / 822 LABOUR MARKETS AND EDUCATION (SCHOOL
LEAVERS AND GRADUATES)
Credit Hours: 2

Pre-Requisites: CCE 811

Course Objectives

To develop knowledge and understanding of the relationships

between individuals, organisations, policy, education and labour
markets in relation to career counselling and education.
To integrate and apply this in a range of career counselling and
education contexts and practices.

Course Contents

Students will learn organizations relation with labour market and will
be able to identify organizational perspectives on career.
The course will cover topics for researching and evaluating labour
markets and educational opportunities for school/graduate leavers.
During the course students will explore sources of labour market
intelligence and educational opportunities and will be able to
creatively apply and integrate understanding of organizational
perspectives, policy, educational and labour market intelligence into
own practice.
Course Outcomes

Identify organizational perspectives on career.

Describe sources of labor market intelligence and educational
opportunities.
Creatively apply and integrate understanding of organizational
perspectives, policy, educational and labor market intelligence into
own practice.

Reading List / Text Books

27
 Arthur, M.B. and Rousseau, D.M. (1996).The Boundaryless Career: a
New Employment Principle for a New Organisational Era. Oxford:
Oxford University Press.
Athanasou, J.A. and Esbroeck, R.V. (2008) (eds.). International
Handbook of Career Guidance. Dordrecht, Netherlands: Springer.
Brown, P. and Hesketh, A. (2004).The Mismanagement of Talent:
Employability and Jobs in the Knowledge Economy. Oxford: Oxford
University Press.
Gunz, H. and Peiperl, P. (eds.) (2007).Handbook of Career Studies.
Thousand Oaks, CA: Sage.
Morgan, G. (1986). Images of Organization. London: Sage
Offer, M. (2001). The discourse of the labour market. In B. Gothard, P.
Mignot, M. Offer and M. Ruff, Careers Guidance in Context. London:
Sage.

28
CCE 831 DEVELOPING COMMUNITY NETWORKS
Credit Hours: 2+1

Pre-Requisites: CCE 801, 802, 803, 805

Course Objectives

To help students familiarize with the concept, methods, benefits and implications of
developing community networks
To identify the role of the leadership and counsellor in devising strategies and
maintain effective community networks
To provide opportunities of learning about the current practices of community
networks available in educational, industrial and non-profit organisations

Course Contents

Students will explore the definitions, meaning and interpretation of community,

community development, networks and partnerships.
They will be able to critically reflect and evaluate the interrelated concept of
developing community networks for the greater good of local communities and nation
at large.
Students will be able to explore the educational and organizational perspective of
developing and managing effective and efficient community networks through
educational and industrial visits throughout the course.
Course Outcomes

By end of the course, students will be able to:

identify the terms and the interrelated relationship between networking, partnership
working and developing connections through alliances
explore the context in which community development networks are established and
how they are supported by the government and non-governmental organizations
critically analyze the effectiveness of the role and responsibilities of management and
professionals to develop community networks for educational and industrial
organisations
demonstrate their understanding of principals and methods of engaging in networking
opportunities via conducting field visits and surveys

Reading List / Text Books

29
 Alison Gilchrist (2009) The well-connected community - A networking approach to
community development (Second edition). Bristol: The Policy Press
Marjorie Mayo . (2000). Cultures, Communities, Identities . [Online] Available at:
http://www.palgraveconnect.com/pc/doifinder/10.1057/9780333977828. (Accessed: 8
April 2014).
Christopher B.Barrett (Ed) (2005) The Social Economics of Poverty - On identities,
communities, groups, and networks. NY: Routledge
Mariotti, J. (2002) Making partnerships work. Oxford: Capstone Publishing

30
CCE 841 PEER SUPPORT AND SUPERVISION
Credit Hours: 2+1

Pre-Requisites: CCE 801,802

Course Objectives

To provide students with theoretical understanding and experiential learning of peer

support and supervision
Enabling students to design peer support programme and implementation strategies
for providing supervision to counsellors

Course Contents

The course will cover introduction and exploration of peer support and supervision,
theories and approaches, ethics and issues involved in providing peer support and
supervision.
It will also explore the planning strategies and evaluation of the programmes
developed to provide peer support and supervision to the career counsellors.
Counsellors will be giving opportunities to critically reflect on their practices and to
develop their professional abilities in view of the constructive feedback received from
peers and supervisors.

Course Outcomes

Student will be able to:

assess the need of providing peer support and supervision

identify and apply appropriate approaches of peer support and supervision
recognize ethical issues involved in offering peer support and supervision
develop work plans for providing peer support and supervision sessions
monitoring and evaluation of support work

Reading List / Text Books

Cowie, H. and Wallace, P. (2000) Peer Support in Action. London: Sage.

Dryden, W. and Thorne, B. (1991) Training and Supervision for Counselling in
Action. London: Sage.
Dryden, W., Horton, I. and Mearns, D. (1995) Issues in Professional Counsellor
Training. London: Cassell.

31
 Reid, L. H. & Westergaard, J. (ed.) (2006) Providing Support and Supervision.
London: Routledge.

32